charter school proposal cover sheet - rhode...
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Charter School Proposal Cover Sheet
Name of Charter: Charette
Charter Type: Independent Charter School
Location of Charter School: 355 Westminster Street, Providence, RI
Location of Additional Schools (if applicable): N/A
Enrolling Communities: Providence, Rhode Island
Primary Contact: Robert Pilkington, Ed.D.
Role with Charter Public School: Designer, Operator, and Superintendent
Address: 210 Squantum Drive Phone: 401-378-7007
City/State/Zip: Warwick, Rhode Island 02888-5333 Email: [email protected]
Charter Grade Levels Served Enrollment Communities Served
2018/2019 9 & 10 84 Providence
2019/2020 9, 10, & 11 126 Providence
2020/2021 9, 10, 11, & 12 168 Providence
2021/2022 9, 10, 11, & 12 168 Providence
2022/2023 9, 10, 11, & 12 168 Providence
Proposed new charter at-
scale
9, 10, 11, & 12 168 Providence
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Table of Contents
I. Cover Page 1
II. Executive Summary 3
III. Mission statement 5
IV. Proposed New Student Seats and Enrollment 6
V. Goals 8
VI. Community Need and Support 9
VII. Educational Program 13
VIII. Organizational Capacity 47
IX. Facilities 65
X. Operations 66
XI. Finance and Budget 69
XII. Schedule and Calendar 73
XIII. Startup Timeline 76
XIV. Variances 78
XV. Attachments 79
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Executive Summary
Mission Statement:
Charette exists to inspire students:
To become practitioners of city planning as a life-long civic engagement strategy;
To act as guardians of historic buildings;
To learn in a proficiency based, high-tech and work-like environment, and
To help build and preserve a collaborative and community immersed school
The Need for Establishing the Charter: Successful schools meet the learning needs and provide
strong leadership for the students they serve. With 7 Providence school district high schools
listed as on “Alert” Status, 5 as “Priority” schools, and 1 as “Focus” (RIDE, 2017), the founding
team believes Charette will expand educational opportunities for Providence students. Charette
will advance high-tech, personalized learning, based on a structured theme, in this case, Urban
Planning and Preservation Arts. Also, many students at the middle school level have embraced
the Summit Learning Program which is built on developing strong mentoring relationships, self-
directed learning, and authentic, meaningful, project-based learning. Charette will use the
Summit Learning Program, providing these students, as they move on to high school,
continuation of a blended learning program for which they express high regard. Additionally, it
is critical for youth, and in particular multicultural youth, to have a deep sense of value and
connection for their community and Charette will foster this through personal and educational
empowerment, community involvement with civic pride and community service learning.
Finally, the City of Providence is experiencing a boom in student population. There is a surge in
Middle School enrollments and anticipated growth in the High School grades is acute. In a
presentation to the Providence School Board in 2013, the enrollment of Providence High
Schools will move from 6,373 to 7,335 during the term of the Charette charter. Continued
growth in the 2021/2022 school year is anticipated as well (Luger, 2013).
The Goals of the School: Charette has identified seven measurable goals that address student
academic performance, financial viability and sustainability, organizational quality, and legal
and regulatory compliance. These goals support student learning and our theme based mission
and will be measured through on-going formative and summative assessment involving
quantitative and qualitative data, including: culminating community projects, surveys, passing
grades on online content tests and projects, and standardized testing.
A Description of the Individuals Who Comprise the Applicant Group: Dr. Robert Pilkington and
Dr. Kathy Vespia are seasoned school leaders with long histories of designing and leading small
schools that have achieved strong learning outcomes in MA and RI. John DeLuca, the Executive
Director of the DaVinci Center for Community Progress has dedicated his professional career to
improving his community by providing programs preserving the quality of life for its residents.
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An Overview of the School’s Educational Program: Charette is a small high school which serves
Providence students through a blended learning program and a thematic focus on Urban
Planning and Preservation Arts. The Summit Learning Program, which includes access to the
Summit Learning Platform, a comprehensive curriculum, in-person professional development
and ongoing support will be used within the school’s blocked schedule to support core content
academics and theme based mission. Project based and community based learning are a
priority with weekly opportunities for field work. The school’s core content teachers are
supported by the position of Community Partnerships Coordinator who has experience in either
urban planning or preservation arts/architecture.
A Description of the Unique Features and Mission Specific Focus: Real-world examples of
Urban Planning and Historic Preservation will be worked on in charette, a collaborative
problem-solving session. Theme integration will be the responsibility of a blended educator
corps certified subject area teachers and support staff working with designers, community
organizers, planners, and architects.
Governance and Management: The Board of Trustees will operate as a school board while
employing the structure of a non-profit board. The nine-member board will be comprised of
two parents, a DaVinci Center representative, five members from the educational or non-profit
sectors, and one professional planner or architect. School administration will outsource finance
and benefits operations to professionals in order to guard against internal fraud or error. The
board will operate in accordance to its by-laws and state and federal regulations.
Teaching, Support, and Supervision: Core content teachers will work in teams with a
class-size of twenty-one. Teachers will be supported by an educational staff who are Planners
and architects and supervision will be performed by certified and trained administrator in the
latest version of EPSS through RIDEMap.
Organizational Plan and Relationships with Organizations: Charette is a self-operating
public charter school with 501c3 status and with no Essential Partner. Universities, businesses,
and other non-profit organizations, focused on shared missions and student learning, have
expressed, through dialogue and letters of support, their commitment to strong partnerships.
Ultimate Hopes of Charette: Through engaged learning surrounding land use and historic
preservation, Charette students will become empowered to enhance their community,
culturally and economically, now and in the future.
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III. Mission Statement
Charette has two mission statements. The first is the one which serves as a guide to the
question, “What and for whom?’ and articulates the direct nature between the school’s theme
and the school’s unique sense of community, environment, and pedagogy. This mission
statement is the one which will appear in school materials and is aspirational as opposed to a
purely quantifiable mission statement.
A second Mission Statement will serve as a charter school application mission statement and
help to guide mission metrics by addressing the question, “for whom and to what degree?”
The RFP mission statement is:
Charette exists to inspire students:
To become practitioners of city planning as a life-long civic engagement strategy;
To act as guardians of historic buildings;
To learn in a proficiency based, high-tech and work-like environment, and
To help build and preserve a collaborative and community immersed school
Charette will create:
A blended learning environment with a customized and differentiated experience
for each student;
A school program which outperforms urban sending districts by 5% in each state-
wide test across all grades and subjects;
A school where 100% of its students will show growth per school year on NWEA
MAP RIT scales commensurate to 1.25% of enrolled time
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IV. Proposed New Student Seats and Enrollment
Charter Grade Levels Served Enrollmen
t
Communities Served
2018/2019 9 & 10 84 Providence
2019/2020 9, 10, & 11 126 Providence
2020/2021 9, 10, 11, & 12 168 Providence
2021/2022 9, 10, 11, & 12 168 Providence
2022/2023 9, 10, 11, & 12 168 Providence
Proposed new charter at-
scale
9, 10, 11, & 12 168 Providence
The school’s growth plan is devised with two goals in mind; creating a small school
which has enough students to protect fiscal solvency while maintaining a truly personalized
community. Additionally, the building we have being reserved for us can comfortably fit 168
students at its maximum.
The rationale for not going higher in enrollment is that increased student body size
would necessitate either developing a two-campus organization or finding a new school
building. Starting with two grades and 84 students provides enough revenue for successful
school operations in year one and cements the trend for maximum personalization in the
Five- year scope of school size. Ideally, we would start with only the ninth grade but a budget
shortfall is created when you onboard only 25% of your student body with the goal of creating a
small school. The school plan which minimizes student enrollment to maximize personalization
and school community is purposeful.
The school assumes that as students leave the program they will be replaced by
students from the lottery waitlist at the next feasible opportunity. Replacement decisions may
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be influenced by timing factors such as school calendars, school vacations and the start of
quarters.
Charette plans to use both grassroots and media marketing to reach out to families. Our
recruitment process will be targeted at families of Providence students and will include TV and
radio (dual-language on Spanish language radio) as well as outreach through community
centers and community resources and youth groups.
If there are more applicants than seats, then a non-weighted lottery will be held in
accordance with guidance published by RIDE. Charette’s application will be an e-application in
English, Spanish and Portuguese versions and will replicate the RIDE standard application
format for charter school enrollment. On lottery day, the applicant’s name will be pulled from a
lottery drum (bingo style drum or similar vessel) and ranked ordinally. All applicants will be
drawn and the drum’s contents exhausted. Offers will be made and acceptances by families will
be communicated back to the school. The lottery will take place at the school on the day which
RIDE stipulates that the lottery for state-wide or multi-district schools must take place and will
be open to applicants or whoever else wants to observe. By the date certain which RIDE
requests the CSAR that document will be transmitted through RIDEMAP. The board will most
likely adopt a sibling policy which allows for exemption from the lottery for definitionally
qualifying siblings.
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V. Goals
Charette’s 7 goals, identified below, will be used to assess student academic
performance, financial viability and sustainability, organizational quality, and legal and
regulatory compliance.
A. Below are three Charette goals that may be used to assess the academic progress of
students:
A1. Related to statewide accountability –
100% of students will achieve an upward and consistent trajectory (demonstrate a
growth pattern) of longitudinal test data-points (minimum two test windows per
year) in NWEA MAP assessments in math computation, math reasoning, language
usage and reading comprehension.
A2. A school program which outperforms urban sending districts by 5% in each state-
wide test across all grades and subjects.
A3. As part of the RIDE Charter Renewal Process in the fourth year, Charette will meet
meet the performance academic and sustainability indicators required for program
renewal as outlined in the 2017 Charter School Performance Review System guide.
B. Below are two Charette goals that may be used to evaluate Charette’s mission:
B1. The school will incorporate into its graduation requirements a capstone project
which requires exhibition of a 3D model that solves a local planning or preservation
issue. The project will contain a research style paper, journal, model, and brochure
or other display graphic and be aligned with the RI Applied Learning Standards
B2. By the end of the junior year that 60% of its students have achieved Pearson’s
Certiport Certified User designation, or similar industry standard assessment, for
proficiency in using an AutoCAD style program. By the end of the senior year the
school expects 80% to achieve this standard.
C. Below are two Charette goals that may be used to evaluate the organizational strength
of Charette:
C1. Using the Kirkpatrick Model of Program Evaluation (Vespia, 2004, p. 10) on a yearly
basis, the board will design a 360-degree program evaluation that examines four
components of program effectiveness: participants’ reaction, participants’ learning,
participants’ behavior, and results.
C2. Charette will establish meaningful partnerships, as evidenced by written
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partnership agreements, with community-based organizations, including non-
profits, universities, and businesses with shared visions for relevant, community-
based, student engaged learning.
VI. Community Need and Support
The target population is comprised of students who reside in Providence, receiving
public education, enrolling in 9th or 10th grades (year one) with a desire to be a student at a
small blended learning school which promotes self-directed learning with Urban Planning and
Preservation Arts as a theme for academic integration and real-world connections. The
rationale for choosing this “particular community” is based on a solid formula. First, traditional,
and long held Regents’ and Council policy surrounding charter school authorizing priorities have
been to approve schools in urban districts of intervention, providing educational options for
educationally disadvantaged students. This priority of the Authorizing Body is shared by the
Charette founding team. As noted above Charette plans to draw 100% of its students from
Providence where academic performance is of public concern. In that district, 2016 PARCC
results indicate the percentage of high school students proficient in ELA was 21.5% and math
proficiency in Providence high schools was 12.4%. The graduation rate in Providence is only
71%. With 7 Providence school district high schools are listed as on “Alert” Status, 5 high
schools as “Priority” schools, and 1 as “Focus”, according to the Classification Summary, the
founding team believes, Charette will expand educational opportunities for Providence
students.
Information provided by Providence Public Schools (2017) indicates that approximately
64% are Hispanic, 17% Black, 9% White, 5% Asian, 3% Multi-racial and 1% Native American.
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Approximately 19% of students are English Language Learners (ELL) and about 16% of students
receive special education services. Nearly 60% of students come from homes where English is
not the primary language spoken. In 2011-2012, EL’s comprised 19 percent of the student
enrollment of Providence, in 2015-2016 that increased to 26%. The Providence school
superintendent stated (Providence Journal, 2017) “We will double that figure very soon…if
people are interested in workforce development, in the state’s economy, they have to invest in
English language learners.” Dr. Sami Nassim, a Multicultural Program developer and researcher,
reports that it is critical for youth to have a deep sense of value and connection for their
community (see letter of support). Charette will foster the above through personal and
educational empowerment, community involvement with civic pride and community service
learning. Using innovative, supportive technology, personalized learning available through the
Summit Learning model, EL support from EL specialists working collaboratively with general
education teachers, culturally and linguistically responsive teaching, and relevant, community
based experiential learning. Also, many students at the middle school level have embraced the
Summit Learning Platform which is built on developing strong mentoring relationships, self-
directed learning, and authentic, meaningful, project-based learning. In adopting the Summit
Learning Program, Charette will offer students, as they move on to high school, a continuation
of a program with a self-directed online platform for which they express high regard.
Impending high school overcrowding in Providence is anticipated just as Charette could
potentially open. Charette could provide needed seats for Providence high school-aged
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students just when the district requires extra capacity (Luger, 2013) and thus assisting the
Providence district to in part address its overcrowding issue.
Providence has been referred to as the “Design Capital” and, as such, serves as a
meaningful location for Charette with its theme of urban planning. As long as people have a
propensity to adapt and reshape their environments, Urban Planning and Preservation Arts will
remain a self-perpetuating theme. Charette will connect students to the future and past while
challenging them in the present. The creation of a citizenry aware of the complexities of
effective communication and collaboration, design thinking and planning is as critical to our
country’s survival in the 21st Century (Partnership for 21st Century Skills, 2017) as the creation
of an educated and literate citizenry was to our country’s success as a World Leader and
democracy in the 20th Century. Currently, urban planning concerns, such as the I195 tract, the
IN Bank Building (aka Superman), the Rhodemap Plan, the future of Providence’s Waterfront,
new mass transit systems and spaces, port expansion, preserving open space, increasing
capacity of ground water runoff containment and crumbling infrastructure and neighborhood
revitalization are all issues which need smart answers, and smarter citizens, to help solve them.
This spirit of innovation has led to a call for design and the reimagining of public spaces and
services by elected civic leaders (both city and state), RIDE (the RIDE strategic plan,
Transforming Education in Rhode Island), and non-profits in the city, such as local universities
and DownCity Design led by Adrienne Gagnon, a RI Innovation fellow. By developing a school
where the city is its campus and field work location, with real local issues and teacher- led
experiences beyond the senior project, Charette will help create a student who is a future
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leader in these critical areas. In addition, our program will purposefully embrace principles
espoused by the National Drop-out Prevention Center/Network (2015) and the National Crime
Prevention Council (2004, 2016) as programmatic hallmarks for success in dealing with issues
facing the city of Providence.
As noted, numerous design initiatives are simultaneously taking place in RI, and
specifically, Providence, that provide opportunities for meaningful community-school
partnerships. Roger Williams University’s projected certificate in Urban Planning and
involvement with the RIDE’s Advanced Coursework Network holds great potential for a strong
partnership and program development. In developing Charette’s school design and application,
the applicants reached out to community agencies and leaders, universities, and businesses, in
RI and beyond. They have embraced our mission and expressed through letters of support
(DownCity Design, The Providence Preservation Society, Roger Williams University, J&W,
ATOIRE Communications, NE Basecamp, and Dr. Sami Nassim) their intent to create strong
partnerships. It is applicant’s intent to address educational and programmatic needs and
develop learning opportunities for our students with these and other organizations that have
expressed support, including Oliver Hazard Perry RI, The Providence Public Library, the MUSE
School in CA, American Planning Association Rhode Island Chapter (APA RI), One Neighbor
Builders, American Institute of Architects RI Chapter (AIA RI), and Rhode Island College. The
CEO of ATOIRE Communication, LLC, Michael Gilbert, Ed.D. Professor Emeritus from Central
Michigan U. has offered to serve as consultant to launch a pilot program for developing
effective communication and collaboration skills.
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Dr. Vespia, as former Chair of the Education Program at Salve Regina University, sees
great potential for Charette as a strong clinical site for aspiring educators to develop teaching
skills that will prepare them to meet the needs of 21st Century learners. There are multiple
positions on the Board designated for those in education and in the planning and preservation
fields, seeking their involvement in the governance and/or operations of the school.
VII. Educational Program
VII(a). Guiding Principles
Charette’s Guiding Principles are outlined below:
● Pedagogical Guiding Principle: Blended learning is an effective technique for proficiency
based learning and allows the teacher to be able to analyze data and close skill gaps in a
more targeted fashion. Blended learning allows for a highly differentiated learning
environment where students can achieve acceleration in one subject and receive
remediation in another simultaneously. After close examination, the applicants strongly
believe that the Summit Program and Learning Platform offers a state of the art means
of promoting student learning and thus the selection of Summit Learning for Charette.
● Curriculum Decision Guiding Principle: Sophisticated courseware, such as the Summit
Learning Platform exists today and is only getting better over time given the research
and development provided by prestigious universities, specifically, Stanford Center for
Assessment (SCALE), Learning, and Equity. Charette believes that with the right mix of
courseware providers an ideal program of study can be built to serve all kids.
● Assessment Practices Guiding Principle: Assessment is the heart of modern teaching
and learning and Charette needs multiple levels of assessment to make the best
decisions. The Summit Learning Platform allows for short cycle assessment data to be
used by each teacher on a daily if not hourly basis. Well vetted rubrics developed by
SCALE will guide the development and assessment of in school and community-based
projects. Classroom formative and summative assessments and statewide assessments
linked to National Standards inform progress over time (NWEA) and serve as an
indicator of future proficiency on the PSAT and SAT. The core curriculum will be aligned
to Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS).
● School Culture Guiding Principle: Charette will be a small school of students and adults
brought together in advancement of their passion for the past and belief in the future.
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Essential to Charette success will a focus on two things: the establishment of strong
trusting relationships within our school community based on an on-going effort to meet
the needs of all members. The themes of Urban Planning and Preservation Arts lend
itself to the creation of a school culture based on problem solving, inquiry, teamwork,
shared vision, and the need to use technology to expand the school experience beyond
the four walls of the school and into the community a true Learning Community for
students and teachers alike aided by innovative use of technology.
● Academic and Organizational Guiding Principle: Charette believes that only through
meaningful committee work, and school-wide dialogue which includes all stakeholders,
does true school improvement happen. Charette is committed to supremely educating
students to high levels of achievement and to bring into school context real local issues
which need to be grappled with and solved. Charette believes that professionals who
are members of various organizations can support teaching and learning together by
bringing their unique talents and perspectives to the school-wide conversation about
quality work and results.
In the foreword of Horn & Staker’s book Blended (2015), Clayton Christensen writes,
“Blended learning makes the best of the old and new paradigms available to us all who want to
learn.” The “constitution of blended learning” emerged in Bush & Wise, Digital Learning Now!
(2010) when the ten elements of high quality online instruction were first published. The
Innosight Institute and iNACOL have firmly positioned blended learning as a credible yet
emerging pedagogical strategy. In Blended, Horn & Staker (2015) refer to blending learning, “As
the engine that can power personalized and competency based learning” (Horn & Staker, p.
10). Any school emerging at the time would be remiss not to adopt blended learning as its main
delivery system of instructional content.
The assessment package at the school is a combination of old and tried and new and
emerging assessment tools. NWEA has been in business since the early 1990’s and serves
millions of students in thousands of districts across the country. Summit Learning is now
operating in over 100 schools across the US and growing each year and enhanced through on-
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going research and development. Those involved with Summit Learning speak positively of the
level of initial and ongoing training support. Staff, and more important students, interviewed
during a recent all-day tour including stops at DelSesto, Martin and Highlander Charter Middle
Schools spoke positively of the ongoing assessment tools, self-directed learning focus, and
mentoring component with online platform for student goal setting and reflection.
As the first school psychologist at the Met Schools in Providence, Dr. Kathy Vespia
witnessed the amazing power of engaged learning, through the school’s emphasis on “Learning
through Internships” (LTI’s) for transforming previously disengaged secondary learners into
passionate seekers of knowledge. With this knowledge she created in Attleboro, the Network.
Since 1998, this alternative high school program has provided a hybrid program involves both
exposure to a rigorous core curriculum (needed for passing MCAS) and engaged work in the
community
Dr. Robert Pilkington has demonstrated through his work at Village Green Virtual that a
high-quality e-learning curriculum can be used in a whole school context. At VGV, students are
empowered in their learning by being knowledgeable of their dashboard status, projected
graduation date, curriculum completion percentage by course and their proficiency rates in
formative and summative assessments. In a “bricks and mortar” blended learning school both
relationships and rigor can complement each other. Social communities are built within a
digitally rich environment and technology becomes transparent and not the focus of attention.
The main mission of teaching and learning, albeit in a much different way, becomes the primary
focus of the interaction between teens and adults.
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The applicants have contacted two successful high schools that address Charette’s
themes of design and study of an architecture. First, the Charter High School for Architecture +
Design is an innovative program integrating the design process with the mastery of a strong
liberal arts education. The second school, the Williamsburg High School for Architecture and
Design (WHSAD), focuses on architectural drafting, design principles, and historic preservation.
The authors of this application hope to visit each school and examine more closely successful
learning strategies which can be incorporated into the thematic piece of Charette. In addition,
the MUSE School in Calabasas, CA will serve as a successful model for use of the Process
Communication Model for Educators (PEM) for developing critical communication and
collaboration skills.
VII (b). Curriculum and Coursework
Charette will promote and support personalized learning through use of the Summit
Learning Program, which includes access to the Summit Learning Platform, a comprehensive
curriculum, in-person professional development and ongoing support. Project based and
community based learning are a priority with weekly opportunities for field work. As outlined
by Summit Learning (2017), the online platform provides a comprehensive curriculum and each
course includes meaningful projects, playlists of content and assessments, including, an
interdisciplinary rubric. While providing rigorous courses developed by classroom teachers, a
strength of the Summit Learning Platform lies in the ability of Charette teachers to customize
and modify its content to meet to meet differentiated and personalized student needs and
interests. This customization feature also allows for the adaptation or creation of new playlists
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and projects that align with Charette’s urban planning and historical preservation theme.
Coursework provided through the Platform includes projects and focus areas that have been
vetted by Stanford University's Center for Assessment, Learning and Equity (SCALE) and aligned
to Common Core State Standards and Next Generation Science Standards.
The table below organizes the Summit curriculum courses by grade level.
Grade English History Math Science World
Language
charette
9th English 9 Modern World 1 Algebra 1 Biology Spanish 1 charette/
Art/Health/
Tech
Math 1
10th English 10 Modern World 2 Geometry
Physics Spanish 2 charette/
Art/Health/
Tech Math II
11th AP English
Language
AP US History Algebra 2 Chemistry Spanish 3 charette/
Art/Health/
Tech
Math III
12th AP English
Literature
AP Government AP Calculus AB AP
Environmental
Science
AP Spanish
Language
Capstone/
Portfolio
elective
AP Statistics
Inherent in the Summit Learning Program and Platform are individualized, self-directed
learning plans, which are in keeping with the newly adopted State Secondary Regulations.
During weekly mentoring sessions with teachers, students will reflect upon their performance
and progress. Adjustments or identification of needed support may be identified during those
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required mentoring sessions. The Summit curriculum lends itself to expanding the curriculum
with electives that will meet school needs with its Urban Planning and Historical Preservation
theme and diverse learning needs and interests of urban youth. This program provides
valuable, research based rubrics, designed by SCALE, including a SCALE Task Quality Rubric, a
SCALE Concept Unit Quality Rubric and a SCALE Course Quality Rubric that serve as guides in
course and project development. A practicing math teacher from DelSesto Middle School using
Summit Learning tools noted the quality of resources available to her as she addresses her
students’ needs through course assessment and development.
Charette plans to attract a student population invested in a close examination of the
community in which they live. It is the applicant’s hope that as students become involved in
such theme based activities, they will become more invested in design thinking, urban planning,
and historical preservation. Keith Bloomer, a former city planner and board member, stated,
emphatically, that his school project that addressed community problem led to his career path
as a professional planner. We envision substituting courses listed in the curriculum table above
with courses more compatible with our students’ postsecondary and career goals. Our
partnerships with professional organizations, professional mentors, and universities will provide
opportunities for collaborative work in program design and development. The lead applicants
are planning site visits to the two existing schools, the Charter High School for Architecture +
Design and the Williamsburg High School for Architecture and Design (WHSAD) to speak with
faculty and students to identify future adjustments in the curriculum that are in keeping with
the theme based nature of the school, such as, the inclusion of courses in architecture and
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design, and computer aided drafting and design. Summit Learning provides ongoing research
and development of its curriculum working with leaders in the field, such as (SCALE). Charette
will assess on a scheduled basis, the relevancy and quality of our theme based coursework for
preparing our students for college and careers through active involvement of professional,
business and university leaders, and, if possible, with from input existing high schools with a
similar focus on urban planning and historical preservation.
VII (c). Learning Environment and Pedagogy
The Summit Learning Program provides a template for teaching and learning that can be
supported by classroom environments that come in many shapes and sizes. Teachers can
customize and adapt the online course and project content to meet individual learner needs.
Faculty will seek input on ways to use assistive technology and specialized support from
teachers and other specialists to ensure that the academic program is accessible and
appropriate for all students. During a recent site visit to Martin Middle School in East
Providence, the classroom teacher discussed how the program was successfully used with
special populations, including gifted, special needs, and English language learners. She, as well
as a vast community of Summit Learning educators, will be available locally and online
nationally, to support Charette in addressing accessibility and enhancement to promote
optimal student learning.
The space selected for Charette will consist of large classrooms that can comfortably
accommodate, over a three-year time frame, a total school population of 168 students.
Students will be clustered by grade with 21 students in each class. Based on the knowledge
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gained from site visits to schools utilizing Summit Learning, the applicants are confident that
the space will accommodate the 4 key components of the learning environment: Goal Setting
(mentorship and reflection) Content Knowledge (competency based content progression),
Cognitive Skills (authentic deeper learning projects), and Habits of Success (mentorship and
reflection). In order to utilize this model with fidelity, Charette’s school day and week will be
structured around Personalized Learning Time for content knowledge, Project Time for
cognitive skills, Mentoring Time for Habits of Success and Goal Setting.
The day at Charette is split into five distinct time frames that all have their unique
purpose and help to vary the day. The schedule remains constant across grade levels. Our
proposed day is outlined below based on workable models provided by Summit Learning and
employed at schools reviewed by applicants.
Monday Tuesday Wednesday Thursday Friday
8:30-
8:45
Breakfast Breakfast Breakfast Breakfast Breakfast
8:45-
9:20
Personalized
Learning Time
(95 min) CCSS
Personalized
Learning Time
(95 min) CCSS
Personalized
Learning Time
(95 min) CCSS
Personalized
Learning Time
(95 min) CCSS
charette/Project
Time
65 min
Break (10 min) 9:20-
9:30
Break (10 min) Break (10min) Break (10 min) Break (10 min)
9:30-
10:00
Charette Reads Charette Reads Charette Reads Charette Reads
charette/
Project
Time
Mentor Time
30 min
10:00
11:35
Personalized
Learning Time
(95 min)
CCSS/NGSS
Personalized
Learning Time
(95 min)
CCSS/NGSS
Personalized
Learning Time
(95 min)
CCSS/NGSS
Personalized
Learning Time
(95 min)
CCSS/NGSS
11:35-
12:00
Lunch Lunch Lunch Lunch Lunch
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12:00-
12:30
Charette Solves Charette Solves Charette Solves Charette Solves charette/
Project
Time
12:30-
2:15
Project Time
(95 min)
Project Time
(95 min)
Project Time
(95 min)
Project Time
(95 min)
2:15-
2:45
Community
Time
Community
Time
Community
Time
Community
Time
Community
Time
Students will be provided with a laptop that will support the web-based Summit
Learning Platform. This platform will provide a core curriculum, online tools for self-directed
learning across all subjects, courses and grade levels, online tools for assessing proficiency, and
a framework for personal reflection and goal setting. Classroom teachers will play a critical role
in providing support to students in this learning process. They will be trained to assess student
progress daily and accelerate student learning or provide targeted support. Support to students
will include direct instruction from the classroom teacher, via individual or small group, peer
support, use of intervention strategies by specialists, or tutoring by college mentors.
The narrative below is an attempt to capture the nature and relevancy of the charette
period as a key component of our school.
The Community Partnerships Coordinator has been putting together projects for the
teachers to work on in charette period, a collaborative activity with classroom teachers.
In charette, one class just learned in RI History that Bristol, RI was once the state capital and
that it is the only city or town in RI to be planned in a street pattern based on a grid system.
This type of city planning is unique in RI and given the current trend in Urban Planning to help
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facilitate the growth of residential sections in cities the students are re-thinking the I 195 tracts.
By taking aerial maps and photos of the parcel, the students are designing a new neighborhood
in the empty sections. Using the colonial grid pattern as a scheme the students are inventing a
neighborhood that is self-sustaining with all the fixtures and facets people need to live. Rather
than just using the space for large scale buildings and parking structures the students are
reimagining it as a colonial village in the 21st century. The deliverable will be brochure for the
new development.
In the school’s neighborhood there is a street which is really used as an alley. It is ugly,
full of dumpsters, poorly lit and unsafe. After visiting Fulton Street in Downtown the students
are re-working the nasty alley into a pedestrian walkway. How do you rid if the dumpsters?
How much is lighting for the area? What is the effect of shutting down traffic in the alley? These
concerns would manifest themselves in a plan to rehabilitate the alley. Is it merely cleaned up
and made safe or is it a good cityscape with plantings and outside spaces for people to rest?
Doing the research about different dumpsters and what types of trees grow in sparse light may
not be that exciting to some, but the students would really like to get their plans and sketches
to City Hall and Down City design to see what they think of them!
The type of learning as sketched above shows the instructional techniques found at
Charette. The majority of the time on task is related to core content mastery. However, the
faculty and Community Partnership Coordinator use the theme of the school to produce
amazing work of a socially engaged and conscious nature. Preparing for the future, while
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respecting the past, are universal themes which can help a school form a foundation of shared
passion.
In year four, students take a capstone course during the first semester in order to
complete this performance based graduation requirement (PBGR) requirement. Additionally,
students take elective courses (art/health and technology) to round out the twenty-three
(includes foreign language) credits needed to graduate and enter any four-year institution.
It should be noticeable that there are no “urban planning and architecture” courses
found in the program of study. While planning and architecture are themes, the primary
concern of the school is skill acquisition in courses aligned to CCSS and NGSS for all students
and across all grades. However, the place in the curriculum for work in the areas of planning
and preservation come during charette period. That is the daily time when teachers and
students are working on dramatic issues surrounding growth, sustainability, re-use and
adaptive space and the policies and practices which shape the decisions which shape our world.
During this time block a major focus will be on the integration of core academic learning with
theme based real life problem solving.
VII (d). Specific Populations
At Charette, all students will be held to the same high standards and high expectations
and receive differentiated instruction within an inclusive school environment. As is common,
the practices found within small charter schools often reduce the need for heavy infrastructure
to service special populations.
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1. For struggling students:
“Struggling students” as a broad term will encompass all those students that are
deemed by professional staff via team meetings to be significantly underperforming based on
established behavioral or academic criteria. Charette, a blended learning model, capitalizes on
the use technology for supporting the learning of struggling students often considered at-risk
for school success. Key components of the program designed to meet the needs of struggling
students are supported by research, including, experiential learning (Washor, E., Mojkowski,
C., 2013), close supportive relationships (Pauley and Pauley, 2002), mentoring (NDPC/N, 2017),
and use of technology (Darling-Hammond et al, 2014).
Professional development is believed to be a critical component for understanding the
needs of struggling students. Given the urban population they hope to serve, the applicants
believe it is essential that all faculty and staff have a basic understanding of neurobiological
research pertaining to the impact of trauma and poverty on learning. Their own research
(Vespia, 2004), as well as that by others, including Pauley and Pauley (2002), Deci and Ryan (as
cited in Tough, 2016), Glasser (1988), and Farrington et al., (2012) have found that students can
thrive in an education environments that meet their basic human needs. The authors believe,
as do countless educational researchers, that all struggling students can persevere and learn if
they possess an academic mindset. In this regard, Farrington identified the following four
beliefs, which contribute most significantly to students’ tendency to persevere in the
classroom:
● I belong in this academic community;
● My ability and competence grow with my effort;
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● I can succeed at this; and
● This work has value for me.
Charette promises to be an environment that will support students’ acquisition of these beliefs.
The Response to Intervention (RTI) approach, as defined by RIDE provides a “framework to
increase student achievement and social and emotional competencies (SEL) through
prevention and intervention in general education”. Charette will utilize the key components
identified by the RTI Action Network to support the learning needs of all students:
● High-quality, scientifically based classroom instruction.
● Ongoing student assessment.
● Tiered instruction.
● Parent involvement.
Charette plans to employ identified research-based effective strategies (Wilken and
Huckabee, 2014) for supporting struggling students. These strategies will include ongoing
mentoring (an inherent component of the Summit model), targeted resource support to
address specific learning/language needs, experiential learning, professional development, and
personalized learning. The effectiveness of interventions will be monitored on an on-going basis
through such mechanisms as scheduled meetings with between students and their building
mentor, student or parent request, progress monitoring, quarterly review of ILP and report
cards, scheduled review as part of RTI process, or required IEP or regulatory review.
2. For students learning English
Charette will adhere to the RI Council on Elementary and Secondary Education
Regulations Governing the Education of English Learners (2017). The EL coordinator, as outlined
in the RIDE regulations, will review all English Language Learners (EL’S) identification and
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assessment data and insure accurate identification of EL’s. Data shall include: 1) the student’s
English-proficiency level, 2) the student’s literacy level in her or his native language or
languages, 3) number of years the student has attended school , 4) continuity of the student’s
schooling, 5) student retention-information, 6) information on whether the student is receiving
special education, whether the student may be in need of special education, or whether the
student has a disability that affects his or her academic performance or limits his or her access
to school facilities. This information, obtained through use of the RIDE Home Language Survey,
a review of student records, and student and family interview will assist in the identification of
ELS. All communication will be conducted meaningfully with non-English speaking or limited
English-speaking parents of EL students with written or oral translations of important notices or
documents. Prior to parent interviews, parents will receive, in a language they will understand,
information regarding the procedures used in the identification, assessment, and potential
placement of their child. Parents will be notified of the results of assessments and program
options within 20 days. Using assessment data, all school students identified as EL’s, will receive
the necessary support to meet state academic standards, achieve success in English-based
classrooms, and participate meaningfully in all school activities, and more importantly, society.
Supported communication efforts, communicating in a manner in which parents understand,
will also be used for day-to-day communication regarding school events, such as parent
conferences or social gatherings.
All potential EL’s will be assessed by a professional trained in administering the WIDA-
ACCESS Placement Test or screener for determining students’ ability to understand, listen, read,
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and write at a level appropriate for their age and grade placement. A determination will be
made as to the following level of proficiency: entering, beginning, emerging, developing,
expanding, bridging, and reaching. Any student scoring at the developing, expanding or
bridging levels will be given an additional English reading assessment. If feasible, a reading
literacy assessment in the first native language of the student will be given to all EL’s regardless
of English Proficiency. The results of these assessments and program options will be given to
parents in a timely manner and in a language they can understand. The coordinator will advise
the Executive Director on reporting and all program requirements as outlined in the above-
mentioned Rhode Island regulations.
Charette is committed to the intention of the RIDE regulations (2017) as stated to
ensure our English Language Learners (ELLs) attain “the content knowledge, cultural
competency, and level of proficiency in English that will permit them to 1) succeed in their
school’s general education program, 2) meet state diploma requirements, 3) be college and
career ready, and 4) become an essential asset to Rhode Island’s economic and social well-
being.” We believe that our focus on design thinking, urban planning, and preservation arts will
foster cultural competency and promote our students’ commitment to their economic and
social success and that of others in their community. Also, the Summit Learning Program with
its personalized, online curriculum, mentoring component and experiential learning, supports
all the above goals.
As noted, per state regulations, all EL’s will be instructed and their English language skills
will be annually assessed, in accordance with the RI El proficiency standards, the English
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Language Development standards (ELD’s) of the World-Class Instructional Design and
Assessment (WIDA) Consortium. These standards derived from the four domains of reading,
writing, speaking, and listening and they will serve to guide our teachers and support staff in
helping our students meet Rhode Island’s CCSS. We will guarantee that every effort will be
made so that students will have access to a free, appropriate, public education and receive
support and encouragement in maintaining their cultural heritage and native language.
While all classes will be taught primarily in English, Charette will recruit bi-lingual staff
and faculty to support the learning of EL’s and encourage peer support and use of native
language, when warranted. University students studying a World Language or training to
become World Language teachers will be recruited to volunteer in the effort to develop these
groups. Faculty will evaluate each student’s performance in academic content areas to measure
the student’s progress in core subjects, mindful of language proficiency needs of EL’s. Through
professional development, all teachers will be familiar with WIDA (World Class Instructional
Design) Standards and “Can Do” Descriptors for collaborative planning.
Efforts will be made to ensure that EL’s are not over or under-identified and are
identified separately from procedures used to determine eligibility for special education
services. English language learner’s behavior and functioning will be observed in multiple
contexts and longitudinally relying on the informed professional judgement of certified staff in
addition to other assessments and screeners. The authors are aware that many observable
behaviors have the characteristics of ADD, but there are other explanations for the behavior for
EL students. For instance, instead of being off task, ELs may “zone out” when overwhelmed
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with a language they cannot understand; may not command sufficient English to determine
where attention is required; and instead of being disorganized, ELs may have trouble
comprehending instructions on how to organize or arrange materials, so their work habits may
appear disorganized. We also agree with the findings of the research conducted by Burr, E.,
Hass, E., and Ferriere, K., (2015, p. i) which found,
“In research across schools, districts, and states, two factors have been identified that lead to
inconsistent identification of students who may have learning disabilities: a lack of
understanding among teachers about why English learner students are not making adequate
progress, and poorly designed and implemented referral processes. The following actions will
effectively address these factors:
● Providing professional development for educators.
● Using pre-referral strategies, such as the response to intervention approach.
● Involving parents.
● Considering multiple forms of data.
● Developing clear policy guidelines and data-tracking systems.”
Regarding the last bullet point, RIDE provides policy guidelines and a system for tracking data
that supports efforts to appropriately enter and exit students from both language and special
education support services. The special education director and EL coordinator will provide the
necessary monitoring of adherence of those guidelines, and more importantly, implementation
of effective strategies that support the learning needs of EL’s.
Charette will employ, whenever possible, a “collaborative, integrated approach to EL
services” developed by Honigsfeld and Dove (2010). This researched-based approach
emphasizes the importance of knowing critical information regarding each EL including
languages spoken, nature of immigration, educational and cultural background, family situation
and personal interests, abilities, and health. The District ELL Program Worksheet (RIDE, 2017)
accessed on the RIDE website, describes Collaborative ESL and General Education as
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“The model of collaborative ESL and general education has some components of both ESL
and sheltered instruction…an ESL teacher works with one or more content teachers to
collaboratively plan instruction using effective ESL strategies in the content classes. A
minimum amount of scheduled common planning time is required.”
Both informal and formal collaborative practices by EL and general-education teachers will be
employed including joint planning, instruction, and assessment. The EL specialist will support
the general education faculty and staff to develop instructional modifications to support the
learning of EL’s. These modifications could take place during the normal scheduled hours of
instruction or with the design and use of assistive technology during student self-directed
learning time. If EL’s fail to make adequate academic progress with a collaborative instructional
model, a sheltered approach will be considered. Additional supports might involve pullout
opportunities for guided reading or one-to-one tutoring during elective time, experiential
learning activities or other designated time that does not interfere with EL’s participation in
inclusive content rich, small group instruction. Determination of appropriate programming for
meeting the needs of our EL’s will be made through ongoing data collection and analysis
(including, consultation with EL specialists, RTI, progress monitoring analyzing performance on
standardized assessments (ACCESS, NEAP), and parent/student feedback. Language objectives
and supportive strategies will be incorporated into instruction in all curricular and
extracurricular activities. Students’ active participation in experiential learning in math, science
and social studies supports the research-based Guiding Principles of Language Development
(WIDA, 2017), specifically, principles 1, 2, and 5:
● Students’ languages and cultures are valuable resources to be tapped and incorporated
into schooling.
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● Students’ home, school, and community experiences influence their language
development.
● Students learn language and culture through meaningful use and interaction.
In addition to the translation capability of a virtual learning platform, a host of resources
will be employed to properly implement the English language instructional program including,
EL certified and trained faculty and staff, college and peer mentors, graphic organizers,
grouping strategies, visual aids, and use of other research-based effective strategies. Instruction
will build on each student’s prior knowledge and personal talents and interests. Language
objectives and supportive strategies will be incorporated into instruction in all curricular and
extracurricular activities. Online resources, such as Colorin Colorado (2017) and WIDA (2017)
and local professional organizations, such as RITELL (2017) provide a wealth of best practice
strategies to guide and support EL programming within in the classroom.
3. For students with disabilities
Charette will employ a part-time special education coordinator who will be fully
knowledgeable of Rhode Island Regulations Governing the Education of Children with
Disabilities (effective, 2010). As outlined in these regulations, we are committed to ensuring
that: 1) all children with disabilities have available to them a free appropriate public education
that emphasizes special education and related services designed to meet their unique needs
and prepare them for further education, employment, and independent living; 2) the rights of
children with disabilities and their parents are protected; and 3) assessment that will monitor
the effectiveness of efforts to educate children with disabilities. The special education
coordinator will oversee Charette’s compliance with these regulations and will case manage
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and help implement each IEP. We will employ the needed complement of licensed special
education teachers to deliver specially designed instruction to students with identified special
needs. As state certification requires, all special education teachers will be dual-licensed in
their content area and special education. Experienced para-professionals will be hired, as
needed. During the first five years and beyond, we will employ the needed faculty and staff to
remain in compliance with special education regulations, and more importantly, provide each
child with sufficient support to meet his or her needs.
In many respects, the procedures (Burr et al., 2015) discussed earlier used to assure
proper identification of EL’s can applied when considering the identification of students
with disabilities. They include:
● Providing professional development for educators.
● Implementing Multi-Tiered Levels of Support pre-referral strategies, such as the
Response to Intervention RTI) model.
● Involving parents’/guardians
● Involving support personnel/community agencies.
● Triangulated data analysis, i.e., using multiple forms of data
● Developing clear policy guidelines and data-tracking systems.”
All the strategies identified above for struggling learners applies to servicing students
with disabilities and, as noted, Charette supports an inclusive model of providing support.
Social, emotional, and academic support for all students may take place in smaller targeted
groups (workshop model), one-to-one during self-directed learning time (for example, pre-
teaching math concepts or academic vocabulary to be covered in later in small group) or
through on-going, scaffolding during field experiences. That may involve co-teaching by the
special educator and general education teacher, collaborative planning, and on-going
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consultation between both parties. Special needs teachers may recommend or design
instructional strategies or materials for use by the general education teacher that support the
learning needs of the students with disabilities. Similarly, the general education teacher may
share insights with the special education teacher that bolster the support services for students
receiving special education services. The Summit Learning Model provides scheduled time for
self-directed learning. During this time, teachers or support staff can address specific learning
needs of students addressed in an IEP or 504 plans. Services could also include physical,
occupational, or speech/language therapy. The specific nature of those interventions would be
determined and recommended by the appropriate specialists.
Teachers will be informed of their responsibilities for addressing the needs of all
students, and will implement specific modifications or accommodations for students with
disabilities in accordance with IEPs and 504 plans. Students receiving special education services
will participate in all required statewide assessments, receiving appropriate accommodations as
outlined in their IEP’s. Special education progress reports will be provided on a quarterly basis
with the school report cards. Outside the classroom, tutoring, counseling, physical,
occupational, speech and language therapy services (as needed) will be provided by specially
contracted professionals for those students with special needs. While the majority of services
will be provided on-site at Charette, the assessment TEAM, which includes participation by the
student and parent/guardian, may determine services, such as adaptive physical education,
assessment by specialists, counseling that may need to be scheduled for students at an off-site
location. Additional supports/practices may include assistive technology devices, behavior
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intervention plans, instructional adaptations, curriculum modifications, and adaptive physical
education. We will train all teachers on the IEP process and give each teacher a copy of their
student’s IEP. At the beginning of each year, the IEP's will be reviewed by the special education
coordinator with the appropriate teachers and other service providers who will be in contact
with special education students.
We will honor each written IEP as a promise to the family to deliver a free and
appropriate public education (FAPE) for all students. Per the RIDE guidelines and regulations,
the students IEP serves as the foundation for a special education student’s program. The IEP
team will keep as its focal point the CCSS and all other standards of the general education
curriculum that all students are required to meet. The IEP team will develop transition services
that again addresses state guidelines. This includes facilitation of the student’s movement from
Charette to post-school activities. We will work closely with parents of special education
students to ensure high quality services for our students. All parents will receive required
documentation in a timely manner as required by regulations, such as the Rhode Island Special
Education Procedural Safeguards Notice Parental Rights, and any additional information related
to their rights and responsibilities. Parents will be encouraged to be active participants in their
child’s education and communicate with the school, as needed. The school liaison will provide
support to those families that may experience communication challenges due to prior school
experiences or language or cultural barriers. Parents will be encouraged to attend parent-
teacher conferences, committee meetings and annual IEP meetings and participate on the local
special education advisory board and school improvement team. Professional staff will seek
35
input from parents on areas of interest for parent workshops or fun, social activities. As with
the development of professional development for faculty and staff, input from participants will
be actively solicited to promote engagement and by-in to the events.
In accordance with the Individuals with Disabilities Education Act (IDEA), we will
educate students with disabilities to the fullest extent possible in the least restrictive
environment with their non-disabled peers. In accordance with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), we will not
discriminate against any student who is identified or suspected of having a disability in the
admission or enrollment process. Likewise, we will fully comply with additional State
regulations and policies and any other civil rights enforced by the US Department of Education
Office of Civil Rights (OCR). Students with disabilities will receive notices, participate in, and
receive credit for non-academic, extracurricular, and ancillary programs to the fullest extent as
their non-disabled peers. Charette is committed to ensuring that our students in special
education make dramatic academic, independence, and self-advocacy gains.
4. For gifted or advanced students:
Effective teachers consider all students gifted and talented; however, we recognize that
some students demonstrate exceptional advanced abilities that differ from others of their age
and experience. Advancement on the Summit Learning Platform, as well as qualitative data
from parents and teachers will play a key role in the identification of gifted students. We are
committed to providing for all students differentiated instruction, in which teachers use an
array of teaching strategies to respond to the individual learning needs of each student. The
36
nature of e-learning, mobile learning, student driven learning, allows for constantly changing,
innovative opportunities for students to stretch their learning as far as their imaginations and
actions can take them. The structure of the Summit Platform inherently recognizes and
supports all students’ efforts to stretch their learning and demonstrate advanced levels
cognitive performance and creativity through it’s Go Beyond tasks by which all students have
the opportunity to challenge themselves and go beyond the top score of 93% and engage in
Stretch Learning, potentially earning advanced students seven additional percentage points.
The daily monitoring of academic performance and, more important teacher’s in-depth
knowledge of learning styles, interests and needs of each student will allow for individualized
and differentiated design and evaluation of learning performance.
Dropout prevention research (Pauley et al, 2002), as well as the authors of this
application, found that creative, out-the box thinkers (or more often their parents) seek
alternative education settings in an effort to meet their educational needs that went unmet in
prior educational settings. Such students report boredom, disengagement and behavior
struggles in settings that do not pose enriched, stimulating learning opportunities. We hope to
provide an innovative setting that provides self-directed learning experiences of high interest to
students including are underperforming to those that show advanced capabilities. At Charette
all students will be encouraged and supported in pursing their personal areas of inquiry,
passion, and curiosity. Multiple platforms for learning provide support for the important
multiple intelligence work of Harold Gardner and our understanding of learning theory that
recognizes the critical importance of self-directed learning and student empowerment.
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VII (e). Assessment System
The assessment system at Charette moves from the granular to the state-wide. E-
Courseware, or instructional management systems (such as Summit), gather student
assessment data on a continual basis. Feedback on student proficiency is instantaneous and
teachers must be on-line and logged into student accounts to track progress. Our assessment
system needs to address these questions:
• Is Charette with theme based learning, preparing students for college and careers?
• How are we using data, from classroom to state-wide, to make informed decisions that
promote student learning; what adjustments (curriculum scope and sequence,
pedagogy, support services, level of student engagement, etc.) must be made based on
data analysis?
Assessment at Charette will come from the short cycle and daily courseware data, the
twice per year NWEA assessment, the PSAT/SAT once yearly assessment for grades 10 and 11,
the Pearson Certiport assessment and the state-wide science assessment (currently NECAP). As
noted previously, rubric developed by SCALE will guide the creation of school designed
assessments.
Short cycle student data will be used by teachers daily to adjust student learning
strategies. Robust e-learning platforms like Summit provide ample short-cycle assessment data
which teachers use to inform instruction on a daily and weekly basis. Summit assessment tools
are supported extensive research and development out of Stanford U. and by the national and
local community of educators using them. As a trained RIDE induction coach, New Teacher
Center assessment tools, such as the Analysis of Student Work (ASW), will guide instruction
decisions pertaining in large measure to differentiated strategies to promote attainment of
38
learning standards within the classroom. Ongoing content and grade level discussions among
teachers and school leaders will involve close examination of data, for example, using protocols
to examine classroom work to scrutiny of student/school performance on mandated testing, to
guide instruction. This process proved to be invaluable to increasing student learning in MA
schools, where Dr. Vespia served as an educator for over 30 years. A valuable resource for
Charette’s development of an effective assessment system is work by Joan Herman (2016) in
which she outlines a comprehensive, standards-based assessment system that examines
assessment types, grain size, timing, uses, and users; this will serve as a model for Charette.
NWEA is a longitudinal assessment which is on-line and adaptive. The assessment
measures reading comprehension, language usage, math computation and math reasoning.
Intervals of assessment are generally beginning of the year and end of the year. However, the
test frequency is at the school’s discretion and whenever there is a need to know levels of
growth, the assessment can be opened for just one student. Primarily, the NWEA data is used
to customize the Lexile levels of instructional materials, to track growth in key areas over time
and to inform the PLP process.
The arrival of the state-wide test score results (now PSAT and SAT) is a heart stopping
and newsworthy event. The larger state-wide data sets will be used by the entire school
structure to improve and adjust. NWEA data will be used to inform Personal Literacy Plans (PLP)
and general Lexile adjustments to courseware. Overall student progress trends can be spotted
through NWEA. However, assessment at Charette is through multiple layers of compatible
tools. As note in the goal section, “Using the Kirkpatrick Model of Program Evaluation on a
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yearly basis, the board will design a 360-degree program evaluation that examines four
components of program effectiveness: participants’ reaction, participants’ learning,
participants’ behavior, and results. Factored in here will be examination of students’ Individual
Learning Plans (ILP) for assessing student engagement and attainment of their identified goals.
This logical model of program evaluation will help the applicants and the board determine if
Charette is truly on course.
VII(f) Promotion and Graduation Policy
Charette is a four-year high school experience where the school’s Program of Study is
aligned with the state’s diploma system in both philosophy and course and credit progression.
The diploma system at Charette is one where students will work within a personalized learning
environment where there are multiple opportunities to demonstrate proficiency and growth
and the structure is aligned with state policies. Promotion from grade to grade will be
determined by successfully completing core content courses and maintaining a four-year
graduation track. Generally, minimum proficiency ratings within a course would be considered
a “70 or C minus.” The Summit curriculum is designed to be completed in four years. However,
if a student has not completed the yearly course sequence they may need additional time (5th
year) to finish.
The two key concepts found within the state’s diploma system are personalization and
proficiency. Charette’s small size and school tone embodies the quest for personalization. The
Summit curriculum advances the concept of proficiency in that e-courseware allows for
multiple opportunities to demonstrate knowledge acquisition and growth.
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The graduation and promotion policies which the board will promulgate shall have the
following characteristics:
● Demonstrated proficiency in six core areas including English (4), math (4), science (3),
social studies (3), Health (2), Art (2) and technology (2).
● Successful completion of twenty courses at a minimum
● Completion of two proficiency based requirements in Portfolio and Capstone Projects.
Charette will also happily place the Commissioner’s Seal designation on diploma’s and
transcripts. The parameters of the cut scores for PSAT and SAT are between 430 and 530
depending on the assessment. All graduation requirements will be communicated to families
prior to October 1st of their 9th grade year.
VII(g). School Culture
As career educators, Charette’s school leaders have extensive experience and
knowledge of school culture that leads to student success - the attainment of predetermined,
measurable goals. Success for Charette is defined as achievement of the outcomes identified in
both our aspirational and quantifiable mission statements. As Harry and Rosemary Wong (2009)
acknowledge, an effective school culture is determined and demonstrated by the shared beliefs
(what really matters) and practices of a school. Culture becomes the school’s personality, what
it thinks and how it behaves.
What are the key beliefs and practices that will establish an effective school culture at
Charette that will optimize student learning? In other words, what really matters? We have
identified 5 beliefs that matter and will be central to developing a highly effective school
culture. They are listed below followed by the practices that we will employ to make them
transparent and develop as shared beliefs.
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Belief #1: A Professional Learning Community (PLC) Matters
Practices: When people think of great teams they were on that accomplished great
things, certain key components come to mind: shared vision, values and goals, meaningful
collaboration, communication and problem-solving, trial and error, reflection, an action plan,
and on-going evaluation of performance. These have been well researched components of
effective Professional Learning Communities (DuFour, Dufour, Eaker, & Karhanek, 2004, Dufour
& Fullan, 2013) that will be practiced at Charette. Having created PLCs in prior successful
schools, as measured by student achievement, i.e., skill development and graduation, the
authors will make every effort to guarantee the success of a PLC at Charette.
The first step of creating a culture of shared beliefs will begin during the hiring process
where we will assemble a team of individuals with a shared focus on the learning of all
students, a commitment to support the learning of all involved, and a focus on assessment,
performance outcomes and program improvement. Keeping that team energized and on course
requires effective communication and quality leadership. Research reported in How the World’s
Most Improved Schools Systems Keeping Getting Better (Mourshed, Chijioke, & Barber, 2010)
indicated that sustained improvement is optimized with collaborative practice and peer-led and
supported decision making. This finding is not surprising to the authors of this proposal; it is the
essential work of a PLC and will be the work Charette.
Belief # 2: Relationships Matter
Practices: Anyone who has worked effectively in a high school has no doubt that the
words of Theodore Roosevelt ring true in establishing meaningful relationship with students,
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“People don’t care how much you know until they know how much you care”. Meeting the
needs of others, however, extends beyond just student-teacher relationships. At Charette, a
healthy and productive culture will be established through the serious and sustained effort to
meet the needs of all those involved with this organization, including parents/guardians,
faculty, staff, community partners, and all stakeholders that form Charette’s learning
community.
As a nationally certified trainer in Process Education Model©(PEM), Dr. Vespia will
provide professional development in this value tool for understanding the needs of research-
based personality types and communicating in a manner that minimizes communication
problems and maximizes positive, trusting working relationships. The Process Communication
Model (PCM) has been used by NASA, schools, and hospitals in the US and internationally to
promote positive working relationships (J. Pauley et al., 2002) and serves as one of foundational
pillars of the innovative MUSE school in Calabasas, CA, with whom Dr. Vespia has consulted.
Dr. Michael Gilbert, Professor Emeritus of Educational Leadership at the University of Central
Michigan, has offered to work collaboratively to a pilot program using PEM training for all
students.
A misperception often exists that teachers play a diminished role in an e-learning
environment. Through his experience at VGV, Dr. Pilkington has observed from day one that the
rapport between teens and adults improves in blended environments because the nature of
student empowerment, and the use of courseware, significantly changes the interpersonal
dynamic. Primarily, the student has a significant increase in control of their dashboard that
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contains their courseware data. Teachers are truly “data analysts and skill gap interventionists”
and transition to become coaches and facilitators. No student is doing work for “Mr. or Ms.
Smith or Jones.” This tremendous shift in traditional roles and patterns leads to a wonderful
increase of collegiality and partnership between teacher and student.
To reach the achievement goals that we have set for Charette we must function as a
true “learning community” which requires that we establish and maintain trusting
relationships. As cited by Dufour and Fullan in Cultures Built to Last (2013), Anthony Bryk and
his colleagues (Bryk, Allensworth, Sebring, Luppescu, and Easton, 2010) identified four keys, to
developing a trusting environment, as planned for Charette:
1. Social respect – People genuinely listen to what others are saying.
2. Personal regard – People believe that others truly care about them and their well-being.
3. Role competence – People believe that their colleagues have the knowledge and skills to
deliver on their intentions and promises.
4. Personal integrity – People believe colleagues will keep their word because they walk
the talk.
Actions that will be taken in this respect include:
● Creating a welcoming environment through what we say and do when people visit,
call, or become enrolled.
● Taking steps to meet the needs of all faculty, staff, students, and families, such as,
providing training in the Process Communication Model©, a research based model
used effectively in business, by NASA, hospitals, and schools to promote meaningful
communication, effective leadership, and trusting relationships (Pauley and Pauley,
2009). The Executive Director is a nationally certified trainer of PCM.
● Fostering a culturally and linguistically responsive school environment which
recognizes and respects the individual gifts that all members bring to the Charette
community supported by involvement of families in school activities.
● Recognizing the importance of fun for fostering productive working relationships, a
finding based on brain research (Willis, 2007) and our professional experience.
● Empowering students to make the choices that contribute to their social, emotional,
and academic growth.
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● Replicating best practices, such as Choice Words and the Helping Curriculum
developed by D. Fisher and N. Frey at the distinguished Heath & Science Middle
School in San Diego, CA. (2015)
Belief # 3: Safety and school management matters
Practices: As will be discussed in Section IX. Operations, the school will have a school
safety plan which conforms to the best practices as put forth by the Rhode Island Emergency
Management Agency (RIEMA) in its toolkit for schools. Above and beyond that, the school will
have security measures in place at the school that will help to promote a safe and orderly
environment. First, the reception area will be a buffer between the school’s entrance and the
interior of the school. As at school’s like Village Green Virtual, access control will be through the
school’s computer system and there will be a running record of all individuals in the building.
Access control with each student’s ID card enables everything from attendance and early
dismissal management to real time data on the number of occupants within the facility. ID
cards are worn, or on the person, of each school community member. Additionally, numerous
cameras will be positioned around the campus and linked through the school’s server will be
30-day DVR storage as well as the ability to observe remotely in real time and recorded. We
consider the above measures to be important.
Charette gives assurance that it will have a student handbook where expectations and
rules are explicit. Within that student handbook will be provisions protecting student due
process rights as well as FERPA rights. The handbook will be finalized before the school
commences, however, it is prudent to first have board, faculty, and family input prior to its
publication. The student handbook will be written within the guidelines and in compliance with
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federal, state, and local laws. The Special Education Coordinator will oversee compliance with
regulations pertaining to discipline issues for students with Special Needs by ensuring that that
due process and manifest determinations are made in advance of any disciplinary
consequences.
We consider the above measures to be important. However, from experience the
authors recognize that effective school management and safety relies on meaningful, trusting
relationships among all the stakeholders that occupy a school. When people care about each
other, they will care about their shared space. When students are engaged in their learning
and see their classmates, educators, and their school as valued resources, they will play an
active role in maintaining the well-being of those resources (Wong & Wong, 2009). Teachers
will be required to present to students during the first days of school, a well-developed
classroom management plan, aligned with an overall school management plan, that outlines
behavioral norms/expectations, procedures, consequences for misbehavior, and grading
practices. Charette’s school management plan will include preventative, supportive and
corrective strategies. For example, students will be informed and have opportunities to practice
established procedures, parents and school staff will collaboratively address student needs, and
consequences for school infractions will be addressed in a fair and educative manner. Students
will play an active role in the development of classroom norms. As noted above,
comprehensive discipline policy will comply with all federal, state, and local laws and
regulations, both in terms of the general discipline policy and special education discipline
policy. Dr. Robert Pilkington has extensive experience in this respect and the policies that he
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has established in prior charter school settings, and currently at Village Green Virtual Charter
School, will serve as valuable guides for Charette.
Charette will employ Restorative Practices, a researched-based effective educative and
proactive approach to discipline. This approach will support our school culture, which
emphasizes the development of personal agency and high expectations, strong supportive
relationships, and sense of community. We will take this educative approach to discipline and
provide professional development and support in implementing Restorative Practices to all
faculty and staff involved in the Charette community.
Belief # 4: High expectations and high standards matter.
Practices:
Both school leaders believe in the value of high standards for learning and each student’s
capacity to achieve those standards. Practices to support these beliefs will include: exposure to
a rigorous online curriculum, on-going formative and summative assessment, goal setting,
differentiated instruction, use research-based effective teaching strategies, including, Analysis
of Student Work (ASW), and academic, social and emotional support. Teachers will be hired
that communicate a growth mindset and a teaching philosophy that supports high standards
and high expectations. Students at Charette will continuously receive key messages developed
by (Saphier, Haley-Speca, & Gower, 2008) that support high expectations and the achievement
of high standards:
✓ This is important (we add, and relevant).
✓ You can do it, with effective effort.
✓ I won’t give up on you.
Belief # 5: Recognition Matters
Practices: Fisher and Frey (2015) have played key roles in the success of a distinguished Health
Sciences Middle and High School in San Diego. They ask two important questions of their staff
on a continuous basis: 1. What can I do to support you in your efforts to promote student
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learning, and second, who in this school deserves recognition for the work they are doing with
students? We intend to copy this effective practice for recognizing the critical role that our
faculty and staff will play in the success of a school and more importantly, supporting them in
this role. As members of our professional learning community, their voice is vital to the success
of Charette, as measured by student achievement and satisfaction, and will be recognized.
In addition to familiar forms of positive student recognition which we know from learning
theory reinforces behavior, at Charette we intend to explore more fully the world of digital
badges and incorporate, where appropriate, this widely recognized system for verifying skills,
interests, and achievements (Badge Alliance, 2015). We will recognize and celebrate family
involvement in school activities, including the development of individual learning plans,
volunteer work, and supporting student learning.
VIII. Organizational Capacity
VIII (a) Establishing Persons or Entities
The mission of the DaVinci Center for Community Progress as stated on
davincicenter.org is, “To improve the quality of life for the residents of the North End of
Providence by providing, or helping to bring about, a broad array of quality services and
neighborhood improvement projects that respond to the needs of the community.” For over
forty years the DaVinci Center has offered programs to Providence residents in GED instruction,
counseling and “ticket to work” programs, services by visiting nurses, health care screenings,
numerous programs for senior citizens and community development programs designed to
improve the physical aspects of the North End. As a 501c3 organization whose primary purpose
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is not that of operating a school, but a venerable Community Based Organization (CBO) whose
mission is to help plan for the future of Providence while respecting its past, the DaVinci Center
for Community Progress made a compatible not for profit sponsor.
Other than mutual friendship and respect there are no affiliations of family,
organization, membership on a board or any other formal relationship such as prior or current
business dealings or contracts for service between the planners of Charette and the DaVinci
Center for Community Progress.
The DaVinci Center has a dedicated position on the Charette board and it is hoped that
John DeLuca, Executive Director of the DaVinci Center, will fill that spot. It is also a dual goal of
the DaVinci center and Charette that students and faculty use planning and preservation issues
of the North End a part of charette studies and deliverables.
The primary role of the DaVinci Center be as fiduciary agent during the planning phase,
however, if there are opportunities to facilitate mentoring and educational projects then
perhaps a more formal relationship will emerge in the future.
VIII(b). Applicant Group
The Charette applicant group is comprised of three individuals. Primary motivator
behind the project is Robert Pilkington, Ed.D. who currently serves as the Superintendent of the
Village Green Virtual Charter School in Providence. Please see resume attached.
Kathleen Vespia, Ed.D., is the former Chair of the Education Department at Salve Regina
University in Newport, RI. Dr. Vespia has wide experience program and team development and
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was designer and Executive Director at the Network, an alternative school in Attleboro, Ma.
Please see her resume attached.
John DeLuca is best described as the Dean of Providence Community Center Executive
Directors. With close to forty years of service to Providence residents through the community
center system, John has won numerous accolades and affections from the generations of
Providencians. Please see his resume attached.
The applicant group contains two friends of Dr. Pilkington’s. John DeLuca, as Executive
Director of a compatible not-for-profit, was gracious enough to hear the concept out and make
a pitch to his board for support for their sponsorship. Knowing that the project needed
leadership beyond his current capacity as an individual and professional, Dr. Vespia (who was a
cohort member in the JWU Doctoral Program with Dr. Pilkington) was approached about the
opportunity to be Executive Director of an exciting new charter school. Fortunately, both
friends see promise in the concept and desire to see it come to fruition.
The proposal writing was primarily done by Dr. Pilkington with Dr. Vespia contributing
the sections on special populations, community relations, goal development and a research-
based alignment with the guiding principles and their direct or resulting actions. Dr. Pilkington
put the project together but it was Dr. Vespia’s adding of detail, proofreading, editing, citation
formatting and last-minute efforts that pulled the project together.
VIII(c). Board Development and Duties
The Charette Board of Trustees gives its assurance that it will comply with all applicable
laws and regulations.
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Board members, except for parents, will be mostly colleagues and fellow professionals
in some capacity either past or present of the founding group. All members of the founding
group have a circle of professional colleagues of whom they can draw on for potential
membership on the board. Once the word is out about the school (news articles, word of
mouth) hopefully professionals from the Planning and Architectural fields will want to volunteer
in some capacity or become board members.
Potential board members will have to fill out an application for membership, agree to
sign the board’s conflict of interest statement, conform to ethics requirements, agree to attend
meetings, and volunteer for sub-committee work and present their current resume and social
security number.
However, before considering board membership each potential board member should
know that they may be investigated for Medicaid fraud by the RI Department of Human
Services (DHS) and must divulge their social security numbers to the school and RI DHS, enroll
with the RI Ethics Commission and be subject to sanction if responses are not timely and have
their name publicly listed in school and RIDE records. For a person who does not seek notoriety,
a contemporary charter school board provides no refuge in exchange for service. For reasons of
school success, the board will be populated with the correct mix of individual skills and talents.
The board will have nine members and their constituencies and pluralities are listed below.
Constituency on the Board No. of Seats Members Identified
DaVinci Center 1 John DeLuca or proxy
Parents 2 Vacancy
Business, Education, Non-Profit Sector 5 Jill Holloway, Dr. Richard Solomon,
Lenora Goodwin, vacancy
Professional Planner or Architects 1 Keith Bloomer
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The Board will have four officer positions per its by-laws
Board Officer Position Constituencies Available for Officership Filled or Vacant
President All Vacant
Vice President All Vacant
Secretary All Vacant
Treasurer All Vacant
At this early stage there are no, nor will there be, affiliations between the board and any
management providers, contractors or consultants who may provide services to the school.
One cannot assure that board members will not know “each other” prior to board membership
but this does not denote affiliation or conflict of interest.
The board will oversee academic performance by detailed reports by the Executive
Director at each board meeting.
The board will oversee school finances through detailed reports from the CPA at each
board meeting.
Dr. Kathleen Vespia will be the Executive Director and the board will approve her
contract at their first meeting.
The board will hold school leaders accountable through an evaluation process modeled
after the Interstate School Leaders Licensure Consortium or ISLLC Standards.
Rhode Island Charter law stipulates that decisions of a charter school board are directly
appealable to the Commissioner of Education. Additionally, under RI charter school law a
parent’s right to interim protective orders cannot be waived or varied.
VIII(d). Staffing Plans
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The following organizational charts represent the reporting structure and relationships
found within the school. These charts represent a hierarchical view which places the Board of
Trustees at the top and creates the Superintendent and Executive Director as chief
administrative leaders. Working as a teacher support mechanism, and not as a superior, the
Community Partnerships Coordinator is positioned between the Executive Director and the
faculty. School Operations is found under the responsibility of the Executive Director as is the
school secretary and the Home/School Liaison.
The teaching corps is found in two categories; Core Academics and Specific Populations.
A full FTE each in both EL and Special Education are identified. Special Education and EL
Administration have been identified in the org charts as well.
To work within the reduced budget manifested by a smaller student body size, the
school’s human capital needs have been reduced as well. Charette will be a closely knit and
small team of adults.
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In year two, the faculty grows to accommodate the growth is students. Critical to the
mission of the school is the hybrid professional team which is being composed. As a cohesive
team, the teachers, and the Community Partnership Coordinator (Community Leader/Planner
and/or Architect) will help to create a school culture immersed in the central themes. The core
teaching faculty grows to accommodate a new group of students and a Home/School
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Liaison/RIDE certified MSW is added as federal funding is now coming to the school in support
of this Title I/CRP positions.
In years three through five the school’s org chart once again grows in scope to
accommodate the increase in the student body. A certified Guidance Counselor is added to the
teaching corps to help organize and prepare for the college process. A total of 10 teachers in
core areas continues to serve the 168 students with a twenty-one student class-size goal.
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Staffing Chart for years one through five.
Positions Year One Year Two Year Three Year Four Year Five
Superintendent (1&2)
Certified Admin Consult (3&4)
.15 .15
.5
.5
.5
Executive Director 1 1 1 1 1
Special Ed. & EL Admin. Consultant
Consultant
Consultant
Consultant
Consultant
Community Partnerships
Coor./Planner/ Architect
1 1 1 1 1
EL Teacher 1 1 1 1 1
Special Education Teacher 1 1 1 1 1
Core Teachers 5 7 10 10 10
Guidance 0 0 1 1 1
Registered Nurse Consultant
Consultant
Consultant
Consultant
Consultant
Secretary 1 1 1 1 1
Home/School Liaison 0 1 1 1 1
Total FTE 10.15 13.15 17.0 17.0 17.0
Total Consultants 2 2 2.5 2.5 2.5
Please note that all positions found in this chart’s final FTE tabulations are the same in the org
charts, budget, staffing plans, and schedules.
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VIII (e). Leadership
Please find the job description for the Executive Director in the required attachments
section.
Please find the resume of Dr. Kathleen Vespia in the required attachments section.
While the Community Partnerships Coordinator is considered to be a peer of the
teachers, and not an evaluator, it is a unique position which will have leadership
responsibilities. Therefore, please see the job description for the Community Partnerships
Coordinator in the required attachments section.
With regard to the qualifications that the employees must meet, most employees are
subject to RI teacher certification requirements. The school will have at least one individual
certified as a building administrator and superintendent. The teachers will all have appropriate
certification and be highly qualified. The Special Education and EL administrator will have their
appropriate RI certificate. Likewise, the Reading Specialist and Guidance Counselor will also
possess appropriate RI certifications for their respective areas. The members of the Planning
and architecture office will have to hold bachelor degrees in their areas and be members of the
APA and/or AIA.
Teachers will work under Title 16’s teacher tenure law and have a renewable annual
contract and be subject to March 1st or June 1st lay off letters. The school’s salary schedule will
start higher than the Providence District and contain a 3% raise annually throughout the 12
steps of the salary schedule. The work year for teachers is 190 days. Health and dental benefits
are offered as well as participation in the state pension plan are all legal requisites and
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discussed elsewhere in this proposal. Conditions of employment such as background checks,
presentation of certificate and I9 forms are also legal requisites and discussed elsewhere in this
proposal. Teachers will be evaluated using the RIDE EES/EPSS systems through RIDEMAP.
Employees such as the Planners, architects, Home/School Liaison, and school secretary
will be annually evaluated by the Executive Director using criteria to be determined and jointly
established by the board and Executive Director.
VIII (f). Teachers
It is fortunate for Charette that a body of work guiding best practices for teacher
recruitment and the re-shaping teacher work within blended learning models is currently
emerging. To advance the conversation surrounding the teachers at Charette three primary
sources will be used. The first is a research study in which Village Green Virtual was cited in. The
New Teacher Project (TNTP) published a paper entitled Reimaging Teaching in a Blended
Classroom. The International Association for On-line Learning (iNACOL) collaborated with the
Learning Accelerator in 2014 to produce the seminal iNACOL Blended Learning Teacher
Competency Framework (Powell, Rabbitt & Kennedy, 2014), and Blended (Horn & Staker, 2015)
has tremendous thoughts on rewards found within the blended learning environment and how
traditional elements of teacher satisfaction must be rethought.
Charette will seek teachers specifically who desire the blended learning environment as
their career goal. The qualities the teachers possess are identified in Domain 2 of the iNACOL
framework. Teachers will have to exhibit “grit” and strive to achieve long range and ambitious
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goals. Teachers must be models of diligence, urgency, and endurance. They also must remain
optimistic that their “grit” will pay a dividend in student achievement.
The second quality identified by iNACOL is transparency. Teachers in a blended
environment must be open and share with teachers and administrators alike the failures,
success, and challenges to their work. In a blended environment, there is little refuge and
solitude for a teacher as there are in traditional models. In blended environments teachers
must look honestly at all the outcomes, both positive and negative, and help the school
community to grow through examination of experiences.
The last quality which iNACOL identifies in its framework is that of collaboration. In the
highly teamed oriented model of Charette perhaps no quality will be more important that being
a collaborative professional. Whether you are a professional on the teaching side or the
Planning side of the house, collaboration and team orientation will be paramount. Teachers will
have to seek a balance between their individual initiative and the needs of their team to
accomplish pre-determined organizational objectives (Powell, Rabbitt & Kennedy, 2014).
Dr. Vespia, as former Chair of the Education Department at Salve Regina University, has
a wealth of knowledge, contacts and experiences in teacher preparation and professional and
clinical experience. However, teacher recruitment information will be collected through the
School Spring web-based teacher recruitment portal, in conjunction with contact with the
teacher prep programs throughout RI and agreements with Teach for America. The applicants
for faculty positions will be introduced to administration and the school’s program through face
to face open houses.
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Applicants who are offered interviews will be assessed on their abilities to adopt new
“mindsets” regarding their vision for change and improvement. Their “adaptive skills” for
reflection and a desire for continuous innovation will be part of the expected skillset. Their
ability to “communicate” to students about connections with content beyond the classroom
and to establish and maintain communication with colleagues, students, parents, and other
stakeholders will be part of the hiring conversation. Lastly, the “technical skills” of the potential
teacher will be of critical importance. Comfort with the use of data, shifting from group to
individual instructional strategies, managing the student’s blended learning experience and
mastery of the use of instructional tools and courseware is also of significant importance
(Powell, Rabbitt & Kennedy, 2014).
TNTP suggests four interview strategies which Charette will employ. In the final round,
teacher candidates will be asked to sample a lesson by re-teaching a video lesson, be presented
with a real-world challenge which the school is encountering to gauge the candidates group
problem solving skills, present a data set for analysis and interpretation and in future years, sit
in on a panel interview with teachers who are already working at Charette and exceling in the
blended model (TNTP, 2014).
The Employee Manual will provide the template for the “thin contract” in that salaries,
wages, benefits and working conditions will be set prior to establishment yet subject to future
negotiation, as in truth all charter school Employee Manuals are. The teachers will work under
Title 16’s teacher Tenure law which mandates an annual renewable contract with notification
of non-renewal on March 1st or June 1st depending on the qualifying event. Prior to
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employment teachers must present their valid RI teacher’s certificate, BCI check, I9 and other
work-related paperwork.
Teachers will work from 8:15 AM to 4:15 PM with six hours of teaching duties, one hour
of unassigned time and lunch, three quarter hours of planning and one quarter hour of
supervision of students “between periods.” Please see the matrix in Section VI. Schedule and
Calendar for a breakdown of the typical teacher day hour by hour and activity by activity.
Teachers will serve as Advisors/Mentors in the school’s Advisory/Mentoring program.
Horn & Staker in Blended (2015) refer to an oft reprinted Harvard Business Review
article entitled, “One more time, how do you keep employees happy?” by Frederick Herzberg.
In the article, Herzberg postulates that there are two sets of factors which effect employee job
satisfaction. The first set, called hygiene factors affect whether employees are dissatisfied with
their jobs. The second set, called motivators, determine the extent to which employees love
their jobs. At Charette, we will consciously build on motivator factors while minimizing hygiene
factors in order to retain quality teachers. Therefore, the culture must be replete with
structured opportunities for achievement, recognition, work itself, responsibility, advancement,
and opportunities for growth. TNTP in Reimaging Teaching in a Blended Classroom (2014)
discusses in greater depth Horn & Staker’s concept of “work itself” as a motivator. TNTP
promotes the idea that the competencies needed for a great blended learning teacher are
compatible with the very shifts in job requirements and professional culture which make
millennials happy; collaboration, opportunities to lead, frequent feedback and connection to a
larger social movement. In this case that means blended learning or … the “work itself.”
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One of Charette’s core philosophies is that professionals of varying sectors can work
together for a common cause while maintaining relationships with larger professional
organizations, namely AFT/NEA and APA and AIA. With the natural democracy, participation,
and voice that charter schooling brings to a faculty, and the voice which comes from a union
structure, it is fully expected that “hygiene” issues such as bad relations with company policy,
administration, supervision, working conditions and relationships with peers are proactively
managed and do not arise to interfere with Charette’s collective mission.
Common Planning Time exists daily at Charette and will be available for teachers 2.5
hours per week. Under the direction of the Community Partnerships Coordinator and Executive
Director the topics will vary from triage to strategic planning. The afternoon session is related
to theme planning and charette debrief.
Teachers will be evaluated using the RIDE model Educator Evaluation System in
conjunction with RIDEMAP and EPSS. The Readiness Criteria schedule confirms that Charette’s
Executive Director will be trained by RIDE in EES/EPSS.
Ten days are built into the contract for professional development throughout the year.
Presently, the school calendar for 2018/2019 has those days frontloaded for school start-up
activities. In the future, days will be sprinkled strategically throughout the year for targeted PD.
Professional development for topics such as orientation to courseware, the school’s SIS, The
Rhode Island Model, Restorative Justice Practice, the Helping Curriculum, and Choice Words
concepts developed by Fisher and Frey (2015), Process Communication Model (Pauley &
Pauley, 2009; Pauley, Bradley, & Pauley, 2002). Critical to the success of any blended learning
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school is qualified PD by the courseware vendor. Ongoing relationships with courseware
vendors, and embedded PD requirements in vendor contracts, ensure a steady stream of timely
and relevant topics and workshops given by trained and professional facilitators.
As their employer, it is not permissible for teachers to sit as a member of the school
board. However, given the nature of planned employee relations at the school the ongoing and
needed input that teachers can give to the fledgling organization teachers will have
representative voice and opinions about school operations.
VIII (g). Management Organizations and other Essential Partners
Not applicable.
VIII (h). Family-School Partnership
Studies such as Adolescence: Are parents Relevant to Students’ High School
Achievement and Post-Secondary Attainment (Patrikakou 2004) confirms that even though the
adolescent brain seeks separation that parental expectations, and the students’ perception of
their parent’s expectations, do indeed influence achievement.
A paradox of initial year chartering is that the process for accessing federal funds is too
cumbersome to achieve in year one and that federal Title I dollars are truly needed your initial
year for tasks such as Parent Engagement. The Charette budget has a Home/School Liaison for
year two and not year one.
However, in year one a school can do the Needs Assessment to become a School-Wide
School and not a TAS School. Generally, this process is held off on until year two when federal
funds are received and the school has this been designated to be of targeted assistance. At that
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point, there is generally federally funded staff and consultants to oversee the Needs
Assessment process which considers the perceptions and needs of all stakeholders, including
parents. The use of the Needs Assessment as a parent engagement strategy in year one and
prior to the receipt of federal funds is a unique strategy for engaging, empowering, measuring,
and responding to parent needs. The certified Special Education administrator will perform the
Needs Assessment.
Parents will be made to feel welcome because they have given their trust to the school,
they are our customers, and Charette needs families to feel well and fairly served. Parents will
be involved in the school community through board membership, membership on committees
such as SIT, LAC and a Parent’s Organization. Administration will have an open-door policy and
there will be many, many events. Meet the Teachers Nights, Open Houses, and Parent Teacher
Conferences will be held quarterly. Charette will endeavor to find new ways to use its facility in
support of parent activities. Our high-tech environment will be perfect for parent workshops or
classes.
There are two reserved seats for parents, out of nine, on the Board of Trustees. Parents
who sit on committees such as School Improvement Team and Local Advisory Committee will
have influence over operations as those committees have some control over related budget
items.
The new reinstituted SurveyWorks! Is a valuable tool and Charette will take full
opportunity of this robust stakeholder survey for use in committees and board conversations
about school improvement and policy development.
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IX. Facilities
Currently, Charette has access to a school facility which is ideally situated and the right
size for our maximum of 168 students. The building is located at 335 Westminster Street and is
owned by Paolino Properties. The facility was renovated into a code compliant public school in
2013 with Dr. Robert Pilkington as project manager so it is well known to us. This facility is
being held in reserve for Charette by the owner. This application is very fortunate to have
access to a fully code compliant former public-school facility which is currently “mothballed”
and designated for us. The tenant on the first floor is the RI State Archives and, just like the
school’s presence in the Downtown district, the proximity to potential partnerships is
advantageous.
No significant alterations need to be made to the facility other than a freshening of its
internal appearance with a fresh coat of paint and decorative touches. The facility has the
requisite handicapped accessibility and food service capability. It is presently wired for internet
security and phone service.
Certainly, no school facility can open without consent of fire Inspection from the state
and local level, as well as various building code inspections from the local, food service area
inspections from the state and a form of occupancy certificate. Compliance starts with a
knowledgeable architect and code compliance consultants on both the building and fire side
being part of the initial planning.
As part of the Readiness Criteria process, RIDE has Charette’s assurance that it will be
provided with draft leases once space has been identified.
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Additionally, please know that all leases will be “grossed up” leases in that all occupancy
costs are contained within a fixed cost. Items such as custodial, light bulbs, toilet and toweling
paper, soap, custodial supplies, trash bags, trash removal, pest control, gas, electric, water,
sewer, snow removal, system’s maintenance, exterior cleaning, door hardware, permits,
inspections and renovation costs will all be included in one easily identified number. Operations
and maintenance issues at Charette will be a joint concern of both the school and the landlord;
however, the landlord has ultimate responsibility to meet the conditions of the lease which will
stipulate that a regulatorily compliant school facility be maintained. The board will oversee
facilities related issues as part of their ongoing involvement in the growth of the school, reports
at meetings, observations of actual conditions and supervision of the budget and
administration.
X. Operations
In accordance with RIGL 16-21-25 by November 1st of the school year the Supt. and
Executive Director will present to the Board of Trustees a school safety and response plan
which considers the school location and is custom built for the structures characteristics. This
action will be recorded in the eRIDE portal.
Modeled after RIEMA’s mantra of “Mitigation/Prevention, Preparedness, Response and
Recovery” the school’s safety plan will contain guidance on issues such as visitor screening,
school hazards assessment, violence prevention, drills and exercises, emergency supplies and
equipment, sheltering in place, bomb threats, intruder or hostage, missing children, natural
disasters, suspicious mail, utility failure, emergency recovery and aftermath planning, and
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documenting emergency outcomes. These plans will be shared with law enforcement and fire
officials and will be the product of the school’s Crisis Response Team which will be a
subcommittee of the Executive Director. Charette gives assurance that it will comply with laws
and regulations surrounding this very important issue.
The current budget allows for the hiring of a school nurse teacher for a period of three
hours per day for 180 days per year. He or she will perform all duties of patient care and
recordkeeping as is expected of a professional school nurse teacher. It is hoped that he or she
can participate in the school’s implementation of the health and wellness courses but it is too
early to commit to scheduling specifics of that finite nature.
Sodexo, or whichever company has the contract for the City of Providence, will be hired
as Charette’s initial Food Service Authority. Operating as a satellite kitchen, under the principles
of universal free, will allow Charette to serve breakfast and lunch to all its students. The only
cost to Charette will be in the purchase of serving equipment and diner seating for a non-
cooking kitchen. However, Charette also reserves its right to become an SFA through RIDE.
The budget allows for the purchase of a $70.00 per month bus pass from RIPTA for
every student. Purchasing this pass allows students unfettered access to transportation around
the state. RIPTA bus passes are issued to all students regardless of their travel distance to
school. Not only does this universal system allow for maximum access to transportation to and
from school for all families, but it also facilitates the access to off campus excursions without
the extra cost of renting school buses for the traditional style “field trip.”
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The school’s Human resources functions will be housed and executed within the district
office in terms of job postings, hiring processes, collection of paperwork and forms (W4, I9,
background check, direct deposit, health and dental applications or waiver, teacher
certifications, etc.) and location of Personal Record files. However, the school will hire a CPA
firm to manage the payroll and purchasing/invoicing and bill paying functions (as well as report
generation such as UCOA compliance, OMA, RIDE and AG reporting, tax reporting, IRS
communication, DLT relations, bank reconciliation, P&L generation, reports to the board,
federal grants reimbursement, etc.). As part of the Readiness Criteria process Charette will
produce an “Internal Controls and Segregation of Duties Finance Manual” which makes clear
how no one individual can place an order, receive goods, and make a payment. Layers of
authorization will exist to protect the school from either fraud or error. Benefits administration
will be outsourced to a firm which specializes in offering benefits packages to employees while
protecting the employer from benefits mismanagement such as a lack of timely COBRA
notification. Benefits administration firms can seek bids from numerous health and dental
insurers and offer pricing options once the group has been defined.
Charette’s in-house technology needs will be streamlined for reduction in cost and
simplified efficiency. Laptops for Summit purposes will connect via the school’s Wi-Fi. A “server
room” will contain racks, modems, and switches (VOIP phones, security camera DVR and UPS
batteries too) and any server hardware will be sufficient to provide internet access for the
cloud-based software products used by the school for both educational and manage tasks.
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Presently, the facility is wired with cat 6 structured cabling for any desired direct and non-Wi-Fi
connections to the server.
A computer networking firm will be under a managed services contract to monitor the
system’s function, perform maintenance and upgrades and monitor the expiration of licenses.
Data will not be subject to loss and hardware will not be subject to a lack of functionality due to
corruption, viruses, breakage, or theft
XI. Finance and Budget
Immediately after being notified of Charette’s acceptance as an eligible Statement of
Intent the first critical task was to build the tables of Organization for years one, two and three
through five and to build a budget in the new RIDE charter school application template. Careful
consideration was made to align each position in the org charts with a corresponding line
number in the budget template. Since the budget template is in UCOA type formatting it is very
important that the “E” lines match the corresponding line within the framework.
The budget pages which show revenue were a breeze to construct due to the linkage
between the response fields and the formulas which were pre-set. The student body was
composed of the envisioned 100% urban youth. Typical rates of FRL percentages were also used
from city to city with a pro-rated amount being used as a projection. The estimates of student
numbers, their cities of residence and the corresponding FRL numbers were all good faith and
honest projections.
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On the expense side, it takes much more precision and cross-walking to gain accuracy
from section to section and line to line. Moving through the budget line by line, each expense
or bundle of expenses is described below:
Line 9 Executive Director at base of 110K plus 3% per year
Line 10 School secretary year 1 to 5, 35K base
Line 12 Special Ed. and ELL Admin consultant
Line 14 Superintendent at .15 of 146K
Line 17 Legal costs
Line 18 School board discretionary funds or membership in RIASC
Line 19 CPA firm retainer to manage all business functions, audit done in years 2 to 5
Line 20 Estimate for technology for admin and office staff
Line 23 Seven teachers’ year 1 at 41,200 average each, nine teachers’ year 2 at 42,436
average each and 12 teachers at 43,709 average each in years 3 to 5. Starting
salary is $40,000. Averages allow for some teachers to be hired in mid-step
range.
Line 26 44K allows for .5K in technology expense for each student. Robust 17 inch
Chromebooks will be the student use platform. In-school storage in lockable
laptop carts.
Line 26 20K Internet server to provide connectivity to cloud-based software.
Line 27 Stationery and school supplies
Line 28 $0.00 curricular cost for Summit
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Line 30 School nurse teacher for the morning for 180 days at $100 per day, Home/Parent
Outreach/RIDE Cert MSW in years 2 to 5 and Guidance Counselor years 3 to 5.
Line 31 Community Partnerships Coordinator
Line 35 Student use furniture at $300 per student
Line 36 Funds for student extracurricular activities
Line 37 Funds for recruitment and associated materials and advertising
Line 38 Funds for supplies for health office
Line 39 Funds for after school tutorial or Saturday School sessions
Line 42 Costs associated with NWEA
Line 46 Monthly RIPTA bus passes for all students September through June.
Line 47 Initial start-up of kitchen facility with new equipment purchased or replaced yrs.
1 to 4. Includes student seating.
Line 48 Funding to help formulate school safety plan under the guidance of a Crisis
Management professional
Line 49 Miscellaneous handy man tasks and routine non-landlord repairs.
Line 50 Tech support contract
Line 51 Utilities, phone, and internet connection
Line 52 Lease for school facility based on $17 per square foot with 3% annual increases.
Lease obligation begins in September in year one.
Line 53 Debt service to landlord for build out of facility in year two. $50,000 is an
estimate based on condition of 335 Westminster Street.
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Line 57 Fringe benefits based on 33% of combined salary lines
Line 58 Insurance/school and commercial package including faculty misconduct, D&O
and umbrella.
Line 63 Funds to support partner community based organizations; DaVinci Center, Oliver
Hazard Perry, Herreshoff Museum, and Community Boating Center.
Line 66 Plus number of 50K for contingencies
The management and oversight of the finances of the school will be in the day to day
hands of Certified Public Accountants who are well versed in charter school and public-school
processes, accountability, and structures. A team of professionals will handle the school’s
finances with the authority to execute transactions upon the approval of the Executive Director.
The CPA firm will report directly to the board at board meetings. UCOA compliance is certified
as is compliance with professional ethics and practices as CPAs. The school’s Finance Manual
will delineate approval systems but there will be internal controls and segregation of duties to
ensure against fraud and error. Activities such as payments and invoicing, bank reconciliations,
report generation, RIDE, OMA and OAG communication, external partners in benefits and
payroll administration and all IRS and State compliance matters will be handled by a
professional team not housed within Charette. Purchase Orders and receipt of goods will be
generated from Charette, however, the documentation and arrangements for payment will be
handled separately.
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Charette gives full and truthful assurance that it will submit all financial accountability
paperwork, including the quarterly cash reports, to RIDE, the OMA and the OAG as per RIGL 16-
77-2.8.
Charette also gives full and truthful assurance that the Executive Director or Secretary to
the Board will transmit to RIDE the annual budget and annual cash flow projections as approved
at the board’s Annual Meeting.
Lastly, Charette gives full and truthful assurance that the Executive Director or Secretary
to the Board will transmit to RIDE the audit and management letter which was prepared by a
CPA firm other than the one contracted with to perform day to day finance operations. Please
see the budget, line 19 for the associated costs of both business management and audit.
XII. Schedule and Calendar
While Charette will establish routines regarding hourly and daily timeframes for learning
activities there is certainly very little in the blended and proficiency based models which strives
for the same rigid routines that are the hallmarks of conventional schools. Students and
teachers need routines to provide a framework for structure; however, overly structuring the
day injures the flexibility potential of the blended model and e-learning model as well as
hampers the opportunity for out of school activities. However, to visualize the typical structure,
the school day will be composed of a matrix is helpful. Student day looks like this:
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Monday through Friday: Each day starts with breakfast, followed by 95 minutes of Personalized
Learning Time (core Academics), followed by Charette Reading (time for reading
intervention/support), followed by PLT (core academics), followed by lunch, followed by
Charette Solves (time for math intervention/support), followed by Project Time (cognitive skills)
with a closing block of Community Time(advisory).
The school day(M-T) is broken down into four distinct sections; core academics,
targeted math and reading support, embedded academic project based learning, and a charette
style group task/community meeting. Fridays are focused on project based learning (charette)
with embedded and demonstrated core academic/elective (music, art, technology, PE, Health)
skill development. Total instructional minutes per day are 350. The scheduled blocks above
represent a use of time as a school day structure and each student’s day within it.
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A typical student week will be filled with opportunities for variation in routine and
ample time for individual work which is self-paced, individual work which is teacher supported
and group work in core, elective and charette activities. The weekly draft schedule presented
here is representative of all students’ weekly experience.
The student day is complete with as much variation and rotation between modes and
subjects as possible. However, administration does not discount the option of rotating periods
by day (rotating schedule vs. static schedule) to vary the time of the charette period. Depending
on faculty and student voice, ending the day with charette may be preferred over variation.
Wednesday after school is reserved for clubs. It is important to underscore that in a blended
model the teacher’s role changes from the primary source of instruction to a role of data
analyst, skill gap interventionist and guided discoverer. Intervention, remediation, and tutoring
are ever-present and ongoing activities found organically within the model. The school schedule
is subject to change, on occasion, due to engaged learning in the field. However, it is critical to
emphasize that the structure of the day is rigid and the expectation of the school is that it will
take at least a full four years to complete the high school program of study.
The school calendar and inclement weather closings will follow the City of Providence
for ease of food service, transportation, family time commitments and the child care
obligations of Charette’s older high school students who have younger siblings. The minimum
number of days will be 180, the school year will be divided into quarters and semesters, there
will be dates built in for faculty PD and there will be time in the summer for induction, testing
and team building. Please see the draft 2018/2019 calendar in the appendix.
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The teacher work day will be from 8:15 AM to 4:15 PM. Their day is blocked into periods
of planning, mentoring/advisory, AM online core academic subjects (supporting self-directed
learning for students using Summit Learning Platform), lunch, PM project based learning
activities/charette and debrief.
XIII. Startup Timeline
RIDE has published a Readiness Handbook which contains a matrix of 68 ordered tasks
to prepare a school for opening. Please find listed below a matrix of date certain timelines,
activities, and persons responsible for the startup phase. To evidence familiarity with the
Handbook the timeline will break activities down into 30 days after preliminary approval, 90
days prior to intended date of approval, 30 days prior to intended date of final approval and 30
days prior to school opening.
Timeframe and Area Task Recipient Person/Entity
Responsible
30 Days after Preliminary approval
Governance Incorporate in RI SoS Attorney
Governance Submit Board Names RIDE, RIEC Supt.
Governance Register with RIEC RIEC Board Secretary
Governance Submit Final Bylaws RIDE Supt.
Governance Submit Conflict of
Interest Statements
RIDE Supt.
Governance Apply for EIN IRS Attorney
Governance File for 501c3 IRS Attorney
Finance Submit finance manual RIDE Supt.
Facilities Update RIDE on plan RIDE Supt.
Enrollment Submit Enrollment plan RIDE Supt.
90 days prior to the intended date of final approval
Governance Submit Charter draft RIDE Sponsor, Board, Supt.
Governance Update on 501c3 from
Cincinnati IRS office
RIDE Attorney
Governance Re-submit Board info RIDE, RIEC Board Secretary
Finance Submit 1 yr. budget RIDE, AG Supt. & Exec. Director
Finance Submit 1 yr. cash flow RIDE, AG Supt. & Exec. Director
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Finance Re-submit finance manual RIDE Supt. & Exec. Director
Finance Submit 5 yr. budget RIDE, AG Supt. & Exec. Director
Finance UCOA training RIDE CPA
Facilities Update on progress RIDE Supt. & Exec. Director
Personnel Submit final staff plan RIDE Supt. & Exec. Director
Personnel Submit Org Charts RIDE Supt. & Exec. Director
Personnel Rename Dr. Vespia as
Exec. Director
RIDE Supt. & Board
President
Educational Program Chose Courseware RIDE Supt. & Exec. Director
Educational Program Update Calendar RIDE Supt. & Exec. Director
Educational Program Train at RIDE-Reporting Exec. Director RIDE
Educational Program Train at RIDE-Assessment Exec. Director RIDE
Educational Program Train at RIDE-EL EL Admin & HoS RIDE
Educational Program Train at RIDE-PL94-142 Sped. Admin & HoS RIDE
Educational Program Train at RIDE-EPSS Exec. Director RIDE
March 15, 2018 Task Recipient Person Responsible
Enrollment Report Lottery results RIDE Exec. Director
30 days prior to the intended date of final approval
Charter Prepare final copies of
charter with all signatures Ride Sponsor, Board Chair,
Supt, Exec. Director
Governance Re-submit board list Ride Board Secretary
Governance File ethics forms RIEC All Board Members &
officers
Governance Investigate Medicaid
fraud
RIDHS All Board members
Governance Submit Board mtg.
calendar
RIDE, SoS Board Secretary
Governance Meet with RIDE re:
Governance
Full Board RIDE
Finance Provide RIDE with
letter from AG
RIDE AG
Facilities Identify Bldg. RIDE Supt. & Exec. Director
Facilities Sign facility requirements
assurances RIDE Supt. & Exec. Director
Facilities Submit signed lease RIDE, AG Supt. & Exec. Director
Enrollment Evidence demand with
minimum 50% enrolled
RIDE Supt. & Exec. Director
Enrollment Enroll students RIDE Spt. %& Executive
Director
30 days prior to opening Task Recipient Person/Entity Responsible
Finance Upload budget to UCOA RIDE CPA
Finance File ETF/W9 forms General Treasure CPA
Finance File 1st quarterly report OMA, RIDE,AG CPA
Personnel Hire faculty and staff RIDE, PAS Exec. Directory
Personnel Publish employee manual Faculty and staff Exec. Directory
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Personnel Enroll in state pension
and TIAA CREG
General Treasure and
TIAA CREF
CPA
Students and Families Enroll to capacity Students and Families Exec. Directory
Students and Families Publish student
handbook Students and Families Exec. Directory
Students and Families Inform parents of RIGL
16-39-1
Students and Families Exec. Directory
Facilities Complete FF&E install Charette Exec. Director
Facilities Obtain certs of occupancy Charette, RIDE Landlord
Operations File ASHR RIDE Exec. Director
Operations Bring SIS online RIDE Exec. Director
Operations Publish safety manual RIDE, PPD, PFD Exec. Director
Operations Buy bus passes Students and families Exec. Director
Operations Have Sodexo on campus Charette Exec. Director
Operations Re-publish school
calendar Charette Exec. Director
Operations Finalize schedules Charette Exec. Director
Operations Finalize insurance Insurance Broker Exec. Director
Operations Final student health plans Charette School Nurse teacher
Educational Program Publish PD calendar Faculty and staff Exec. Director
Educational Program Publish testing
calendar: NWEA/other
Charette Exec. Director
Educational Program Charette Exec. Director
XIV. Variances
Charette seeks variances to the following; RIGL 16-22-4 only for the exception of the 20
minutes per day rule for physical education and not the health education component. Charette
believes that healthy lifestyles and personal wellness courseware when used in combination in
combination with healthy foods, participation in RIIL sanctioned sports and independent
physical activity can increase academic time and decrease facilities demands.
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Attachments
CV of Robert Pilkington, Ed.D. & Superintendent
CV of Kathleen Vespia, Ed.D. and Executive Director
CV of John DeLuca, M.A., Establishing Entity Representative, and Trustee
CV of Lenora Goodwin, NBCT, Trustee
CV of Jill Holloway, M.Ed., Trustee
CV of Richard Solomon, Ph.D., Trustee
CV of Keith Bloomer, PE, Trustee
CV of Frank Prosnitz, Trustee
Draft of Charette By-laws
Job description of Executive Director
Job description of Community Partnership Coordinator
Works Cited
Letters of Support
Draft school calendar
Budget
DaVinci Center Audit
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cv
Robert Pilkington, Ed.D.
210 Squantum Dr.
Warwick, RI 02888
Phone: 401.378.7007 E-mail: [email protected]
Education
Ed.D. Johnson and Wales University, 2009, Doctorate in Educational Leadership
C.A.G.S. Johnson and Wales University, 2006, Educational Leadership
M.A.T. Rhode Island College, 1986, Secondary Education
B.A. Rhode Island College, 1983, English
A.A. Rhode Island Junior College, 1981, Liberal Arts
Experience
2013 to the present Superintendent and Founder of Village Green Virtual (VGV)
2011 to 2013 Superintendent and Founder of the RINI Middle College and BeaconArt
2005 to 2011 Principal of the Beacon Charter HS for the Arts, Turnaround Specialist
2002/2009 Author of the Middle College Charter Schools (six), Potowomut
Elementary and Village Green Virtual Elementary School charter
proposals
1985 to 2005 Providence School Department, serving in the following capacities:
1998 to 2005 Operations Officer, Textron/Chamber of Commerce Charter School
1997 to 1998 Textron/Chamber of Commerce Charter School Acting Director,
First charter school administrator in Rhode Island
1996 to 1997 Co-author, with Gary Davis, of the Textron/Chamber of
Commerce School's charter
1995 to 1997 English teacher and founding faculty member of the “Greater Providence
Chamber of Commerce School to Work Transition High School”
Providence, RI.
1994 to 1995 Chamber of Commerce High School Design Team
1985 to 1994 English teacher, Central High School and Roger Williams Middle School,
Providence
Honors and Professional Activities
● Founder, Executive Director (01 to 04) and past president of the RI League of Charter
Schools, 2001
● Longest serving administrator in Rhode Island’s charter school movement, 1997 to the
present
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● RI State Certified Secondary Level Teacher of English for Life, Principal, and
Superintendent
● RI Dept. of Education External Reviewer of proposed charter schools, 1999 to 2008
● RI Dept. of Education PBGR/Gate’s Network Exhibition Toolkit co-author, 2006
● Presenter at 2000 National Charter School Convention, Building State-wide
Organizations
● Author of the 1995/96 Work-Prep RI Charter school application
● Consultant on numerous charter applications; facilitated school re-design teams
including the Marriott Hospitality Charter School in Washington DC and the Franklin
Career Academy in Franklin, NH (New Hampshire’s first charter school).
● Author and publisher of The Chartered Course, RI's only charter school newsletter (2001-
2005)
● 2002 RIC English Alumni of the Year, 1997 PROBE Teacher of the Year
● Founding Board member of the Textron/Chamber School 1998 to 2005
● Providence Teachers Union Executive Board member, COPE Chair 1994-2000
● Active member of the Council of Educational Facility Planners International
● Member of the RI Principal’s Association, RIIL, RI League of Charters, NASSP and NADE
● Member of the Juvenile Hearing Board, Office of the Mayor, Warwick, RI (2003 to 2008)
● Woonsocket Rotary’s Man of the Year 2011; March 24, 2011 was Dr. Rob Pilkington Day
in the city
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Kathleen L. Vespia, Ed.D.
40 Kent Drive • East Greenwich, RI 02818 • 401-595-2356
PROFESSIONAL SUMMARY
Educational leader with more than 30 years of experience in K-12 and higher
educational settings
● Pioneered programs to meet the needs of struggling students in an urban school district,
including the design and administration of the Network Program, an alternative high school
program for students with special needs.
● As chair of Education Department at Salve Regina University, developed on-campus and
collaborative partnerships with local public schools to support pre-service and practicing
teachers.
● Designed curriculum, provided direct instruction, and supervised teacher candidates at pre-
school, elementary, and secondary levels.
● As trained RIDE Induction Coach, supports the use of research-based best practices and
protocols to support student learning and faculty development.
● Provides consultation and workshops for educators on topics, including Process
Communication Model© for educators, teacher leadership and sustainability, classroom
management, and building school and home partnerships.
PROFESSIONAL EXPERIENCE
2016–Present Learning and Leading Institute, LLC, East Greenwich, RI
Educational Consultant
● As nationally certified trainer, conduct workshops in Process
Communication for Educators©
● Support school leaders to address school culture, dropout prevention
of both students and educators, and alternative program design and
evaluation
● Provide professional development training on effective
communication, strategic planning, and teacher resiliency and
sustainability in the field.
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2014–Present Oliver Hazard Perry Education at Sea, Newport, RI
Board Member, Education Committee Chair, Education-at-Sea Instructor
● Design of educational programming and curriculum
● Conduct workshops on topics, including, educational leadership,
teacher resiliency and Process Communication Model for Educators®
2016– Present Assessment Network, East Lyme, CT
Advisory Board Member
● Collaborate with other professionals to design innovative assessment
strategies
● Review and share professional literature and resources on assessment
2007–2016 Salve Regina University, Newport, RI
Department Chair, Coordinator of Secondary Education, Asst. Professor
● Oversaw education programs including Early Childhood, Elementary,
Special Education, and Secondary Education
● Developed curriculum for the Secondary Education Program aligned
with RIDE Program Approval Standards
● Developed partnerships with local school districts to provide enriched
learning experiences for all stakeholders
● Designed and Conducted open houses, orientations, and community
events
Courses taught:
o Student Teaching: Clinical Supervision
o Student Teaching Seminar
o Principles and Procedures of Classroom Management for
Elementary and Secondary Educators
o Special Topics: Dropout Prevention
o Adolescent Development and Theories of Learning
o Tutoring and Mentoring in a Multi-Cultural Society
o Effective Communication
1976–2008 Attleboro Public Schools, Attleboro, MA
Co-designer and Director of the Network Alternative High School
● Provided direct instruction to students, supervising and supporting
classroom teachers and building staff
● Established partnerships with parents, community agencies, &
businesses
● Evaluated program effectiveness
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1976–1998 School Psychologist
● Conducted psychological evaluations for students, from preschool to
secondary education
● Provided ongoing professional development for faculty
● Designed support programs to meet the needs of underperforming
students and their parents
1997–1998 Metropolitan Regional Career and Technical Center, Prov., RI
Consulting School Psychologist
● Designed a delivery model for psychological services during school’s
inaugural year of operation and conducted psychological evaluations
● Designed supportive services for underperforming students
● Provided consultation to administrators, teachers, and parents
●
CURRENT EDUCATIONAL LICENSURE IN MASSACHUSETTS
● Supervisor/Director Pupil Personnel Services
● Special Education Administrator
● Principal/Assistant Principal (9-12)
EDUCATION
Ed.D. Johnson and Wales University, Providence, RI
Educational Leadership
Published dissertation: Evaluating a High School Special Education
Program, Dissertation Abstracts International—A 65/02., p.468, August
2004 (UMI No. AAT 3124565)
M.S. University of Rhode Island, Kingston, RI
School Psychology
B.A. University of Rhode Island, Kingston, RI
Psychology
ADVANCED PROFESSIONAL DEVELOPMENT
RI Department of Education, Prov., RI, and New Teacher Center, Santa Cruz, CA
Instructional Coaching—Year 1 Training
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Instructional Coaching—Year 2 Training
Kahler Communications, Inc., Washington, DC
Process Communication Model® for Educators (PEM)—Trainer Certification
Certification Training in PEM and Conflict Resolution and Motivation
Brown University, Providence, RI
Educational Alliance Fellow with Project BRITE (Brown’s Response to Improving Teacher
Education) focused on Teaching Second Language Learners
Youth Restoration Project, Providence, RI
Restorative Practice Training
SCHOLARLY PRESENTATIONS
2016 National Dropout Prevention Conference, Myrtle Beach, SC
K. Vespia and Ret. Rear Admiral Barbara McGann
“Committed to a Mission: Preventing Teacher Burnout through Battle
Readiness.”
2015 Tall Ships America Annual Conference, Philadelphia, PA
K. Vespia, Vincent Tavani, and Elise Hueber
“From Manned Space Flights to a Tall Ship, Using the Power of the
Process Communication Model.”
2013 National Dropout Prevention Conference, Atlanta, GA
“Inspiring Pre-service Teachers to Work with Struggling Students in the
Face of High Stakes Value-Added Measurement: A Collaborative Approach
between a University and a Public High School.”
2012 National Dropout Prevention Conference, Orlando, FL
“A Win-Win: Dropout Prevention Program for Both Pre-Service Teachers
and Their Students.”
2011 National Dropout Prevention Conference, Chicago, IL
“Preventing Pre-Service Drop-Out: Overcoming the Risks Involved in
Placing Aspiring Teachers in Troubled School Settings.”
2006 Association for Supervision and Curriculum Development Annual
Conference, Chicago, IL
“At-Risk Teens Go the Distance: Effective Program Design and
Evaluation.”
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GRANT AWARDS
2014 Rhode Island Partnerships for Success Mini-Grant, Newport, RI
Funded collaborative efforts between Salve Regina/Rogers High
School Freshman Academy and Newport Community Schools
2013 Faculty/Student Research Grant, Orlando, FL
Funded student co-presentation of research on design and
implementation of a REALM Math Program, an authentic mathematics
program for disengaged secondary students at National Dropout
Prevention Network Annual Conference
2012 van Beuren Charitable Foundation Grant, Newport, RI
Funded implementation and evaluation of a high school dropout
prevention program, a targeted intervention model and partnership
between Salve Regina University and Rogers High School
2011 Partnerships for Success College Success Grant, Newport, RI
Co-award with Drs. Jameson Chace and Kathleen Nickerson
Funded Ecology Comes Alive, a partnership between Newport Public
Schools and Salve Regina pre-service education students to create
hands-on science lessons and visits to the hydroponic and computer labs
HONORS & AWARDS
2016 The White House, Washington, DC
Invitee, Operation Educate the Educator: Committed to Recognizing and
Supporting Our Military-Connected Students
2013 Pell Center for International Relations and Public Policy at Salve
Regina University, Newport, RI
Faculty Fellow
2011 Sister M. Therese Antone Award for Special Projects,
Newport, RI
Presidential Award Recipient, shared with Dr. Carol Gibbons to support
dropout prevention work at Rogers High School focused on the
development of an innovative approach to teaching mathematics to at-
risk students
2000 University of Rhode Alumni Association
Excellence Award of Community Service
PUBLICATIONS
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Vespia, K. (2004) Evaluating a High School Special Education Program. Dissertation
Abstracts International, A 65/02, p.468, (UMI No. AAT 3124565).
Vespia, K., Gibbons, T., B. McGann, Preparing Teachers for a Mission: Six Lessons Shared with
the Military, The Journal of At-Risk Issues, 19(2), 16-23.
Vespia, K., Rebels on Deck: PEM for Educators Takes to the High Seas, Journal of Process
Communication. Volume 2, Issue 1, November 2014, Available at
http://www.kahlercom.com
Vespia, K, (in press) The Power of PEM for Creating and Sustaining K-12 and University
Partnerships. Journal of Process Communication.
PROFESSIONAL MEMBERSHIPS
Association for Supervision and Curriculum Development (ASCD) National Dropout Prevention Center/Network Rhode Island Teachers of English Language Learners (RITELL)
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Jill W. Holloway, MEd Phone 401-941-8353 x113 ____Fax 401-941-8535
144 Bignall St., Warwick RI 02888 [email protected]
SUMMARY OF QUALIFICATIONS
▪ Experienced Organizational Leader for over 25 years: as an initiator of innovative
adolescent and adult education programs
▪ Skilled at listening to people and solving problems with an ability to develop creative and
effective solutions
▪ Experienced with curriculum development and a practiced and passionate educator
▪ Successful track record of team collaboration in cross functional, goal oriented and project
based environments
PROFESSIONAL EXPERIENCE
RI Adult Education Professional Development Center Providence, RI
Director January 2008-present
▪ Implemented a statewide Center based on a model designed by adult education
teachers and directors, as a result of a policy initiative of the Governor’s Task Force
▪ Provide oversight and evaluations based in annual work plans for five staff
▪ Oversee a half million-dollar annual budget, and manage program outcomes to that
budget
▪ Developed a system that provides professional development for the staff of adult
education agencies across RI, including needs assessments and program design,
implementation and evaluation
▪ Provides about 8 hours per month of professional development, on various topics
▪ Actively participates in system-building, statewide workgroups, including testifying at
legislative hearings, and facilitating advisory committees as needed
Year Up Providence, RI
Outreach and Admissions August 2004-
December 2007
▪ Adapted the Boston Year Up Recruitment model to the local community. Successfully
met target enrollment numbers for the first six classes, including a Random Assignment
Research Study system for one class
▪ Recruited, trained and supervised over 275 volunteers
▪ Planned, organized and facilitated Learning Assessments resulting in the recruitment of
motivated 18-24 young adults
▪ Introduced and presented the Year Up program to over 150 RI community organizations
and schools
▪ Contributed to solving all organizational start-up challenges and sharing solutions with
Year Up start up sites in Washington, D.C. and New York City
▪ Taught, mediated and advised students to contribute to the site’s success
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▪ Managed the local application of the software application to track Efforts to Outcomes
of students
The Met Center Providence, RI
Director of Guidance July 1996 – August 2004
▪ Developed the special education, social work, health, and state assessment programs
for the whole school during the start-up and expansion years of this innovative urban
public school
▪ Headed up a team that developed a college access program that won a national award
for excellence in gaining access to higher end for low income, first generation, students
▪ Secured over $1,000,000 in federal grant funds over the years
The Big Picture Company Providence, RI
Consultant for Big Picture (BP) School Leaders in California December 2003- May
2004
▪ Developed a system and new materials for accreditation needs of the BP high schools
within the California University system
The Met Center Providence, RI
Director of the Shepard campus July 2000 –
May 2002
▪ Assumed leadership of the Met Shepard campus for two years, coordinating with the
principal of the other Met campus, as well as with the two co-directors of the whole
school
▪ Developed a strong, fun, teamwork ethic amongst staff of twelve
▪ Oversaw staff development for campus
▪ Improved curriculum of school through guiding staff leaders and organization of staff
meetings and professional development
Winchester Elementary School Winchester, NH
Guidance Counselor July 1993- June 1996
▪ Created the first K-6 Guidance program for the town’s elementary school, including a
successful parenting support program
▪ Introduced and led a staff team to integrate the Responsive Classroom program to this
500-student school in the second poorest town in the state
▪ Became the ‘go-to’ person for the principal, the special education team, the school
psychologist, and members of that small town’s wider community
▪ Brought in over $300,000 in private and public grant monies
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Thayer Junior/Senior Public High School Winchester, NH
Apprenticeship Coordinator and National Program Assistant July 1988-
June 1993
▪ Placed, oversaw and evaluated over 40 high school students per day at job sites in that
rural community, for principal Dennis Litky
▪ Wrote and administered Teacher Externship grant for all teachers in the town
▪ Organized a national, interactive, satellite broadcast program, Here, Thayer and
Everywhere, and supported the local organization for director Elliot Washor and 400
sites nationwide
EDUCATION
Johnson & Wales University Providence, RI
Doctoral Program Educational Leadership (ABD) September
1998 – May 2000
Keene State College Keene, NH
Masters in Education in K-12 Guidance & Counseling May 1993
Portland State University Portland, OR
Bachelor of Arts: Foreign Language/ Spanish May
1985
ADDITIONAL PROFESSIONAL & VOLUNTEER EXPERIENCES
▪ Chair of the New England Literacy Resources Council: meets 3 times per year (2011-
present)
▪ Serve as a member of the Governor’s Career Pathways Commission: Quarterly meetings
(2011-present)
▪ Member Board of Directors for College Visions, a non-profit serving first generation
youth: bi-monthly meetings (2009-present)
▪ Served a three-year term on the Providence School Board (2006-2008)
▪ Member of the Advisory Board for the Network Alternative School in Attleboro, MA.
(1998- 2007)
▪ Grant reader of Adult Literacy Initiatives in Rhode Island (2004 & 2005)
▪ Served on the Work Transition subcommittee of RIDE’s Adult Ed Office (2005-06)
▪ Served on the Rhode Island Graduation by Proficiency Steering Committee (2003-05)
▪ Presented at national conferences (Oregon, California, Indiana, Rhode Island) for both
the Met system itself, and also for the development of a transcript/college application
process for high schools with innovative programs. (1996-2004)
▪ Editor, The Winchester Star, a volunteer community monthly paper, for three years.
Also sold ads, wrote, and did layout for the paper for 10 years (1986-96 in Winchester,
NH)
94
▪ Campaign Manager for successful Winchester School Board candidate (the one
highlighted in the NBC movie, A Town Torn Apart) (1987 in NH)
CERTIFICATIONS
▪ K-12 Guidance Counselor Certification, Rhode Island Department of Education (1996-
present)
▪ Certification of Successful Completion of Aspiring Principal Program, Rhode Island (June
2000)
▪ Paralegal for Western Mass Legal Services (1987-89)
95
Richard Solomon, PhD
Clinical Director, Delta Consultants
2 Regency Plaza, Suite 12
Providence, RI 02903
401-421-1405
Dr. Solomon is the co-founder and Clinical Director of Delta Consultants-Providence, a multi-
disciplinary agency serving children, adolescents, families, and schools. The agency’s services
are highly diversified, ranging from psychological and neuropsychological evaluations,
educational, occupational therapy and speech and language assessments, to the provision of
counseling services to children, adolescents, adults, and couples. The agency also regularly
consults to numerous schools in the southeastern New England area and provides internships
for advanced predoctoral and postdoctoral students in clinical and school psychology.
Numerous workshops and trainings are offered throughout the school year. Dr. Solomon
maintains an active clinical caseload, completes neuropsychological and psychological
evaluations, supervises graduate and postdoctoral interns, teaches regularly at the University of
Rhode Island and is the consulting school psychologist to the following schools:
The Wheeler School The Met School Pennfield School
Friends Academy Highlander School
Compass School Marin Academy (California)
Current positions:
Clinical Director, Delta Consultants-Providence
Adjunct Professor of Psychology, University of Rhode Island
Volunteer Activities and Awards:
Vice-President—Alumni Association, Hobart College, Geneva, New York
Trustee elect—Hobart College (term to begin in 2020)
Past President—Prevent Child Abuse-Rhode Island
Co-Founder—Rhode Island Parenting Matters Conference
Recipient of the Commissioner’s Award from the United States Department of Health and
Human Services for volunteer work in child abuse prevention
Recipient—Outstanding Faculty Award, University of Rhode Island, Providence Campus
Co-author with Dr. Henry Biller—Paternal Deprivation and Child Maltreatment, Lexington Press,
Lexington, MA (1987)
Educational History:
Dr. Solomon received his bachelors of science degree from Hobart College (1975). He also
studied at McGill University (1973-74, 1975-76). Dr. Solomon earned his doctorate from the
University of Rhode Island in 1982. He completed his post-doctoral training at the Rhode Island
96
Youth Guidance Center (Pawtucket, RI). He subsequently was appointed staff psychologist at
the Massachusetts Hospital School (1983-1986). Dr. Solomon joined Delta Consultants-South
County in 1982 on a part-time basis and became a full-time staff member in 1986. He co-
founded Delta Consultants-Providence in 1993.
97
Keith Bloomer
8 Rolling Hill Drive
Exeter, Rhode Island 02822
Objective: To obtain a position in a government or private organization utilizing and
building upon the technical and management skills developed on design,
consulting, and construction contracts.
Registration/ Professional Engineer: Rhode Island, Massachusetts (Expired), Connecticut
(Expired)
Certification: Professional Traffic Operations Engineer
OSHA Construction Safety 10 Hour Training
Professional Management Experience: Interviewed and recommended new hires, prepared
annual staff
Skills: reviews, maintained relationships with current and past clients, tracked and
responded to requests for proposals, solicited and selected contractors and sub
consultants, developed and implemented a marketing plan, prepared progress
reports and invoices, interacted with engineers from regulatory agencies,
implemented quality assurance and quality control measures, supervised 6
engineers and 4 CADD operators, prepared and presented project approaches and
technical details to selection committees.
Municipal Planning and Consulting: Reviewed subdivision plans, drainage
designs, and traffic studies for Planning and Zoning Boards in Bristol, Charlestown,
Middletown, North Kingstown, North Smithfield, Warren, and West Greenwich,
Rhode Island, Lebanon, Connecticut, and Mansfield, Massachusetts; prepared
applications for funding including RIDOT Enhancements, Transportation
Improvement Program (TIP), and private sources; prepared studies including
drainage studies, traffic studies, traffic calming concept reports, and design study
reports; prepared plans, specifications, and estimates for drainage projects,
streetscape enhancement projects, and roadway reconstruction projects; and
construction administration and observation.
Roadway Design: Prepared design study reports, plans, specifications, and
estimates for road reconstruction (1R and 3R), high hazard improvements, and on
road and off-road bicycle facilities. Designs involved revised horizontal and
vertical alignment, sizing drainage systems including under/above ground storage
and infiltration, and construction administration and observation. Presented
design process and technical aspects of design to municipal officials and the
public.
98
Traffic Design: Provided expert testimony before Planning and Zoning Boards for
private development projects in Cumberland, Lincoln, East Providence,
Portsmouth, Warwick, and Westerly, Rhode Island; Plainfield, Connecticut; and
Webster, Massachusetts. Prepared traffic impact Analysis (TIA) reports for private
developments and municipal projects, sign studies, and parking studies. Prepared
plans for isolated and interconnected traffic signals, railroad crossings,
intersection improvements, traffic monitoring stations. Provided construction
administration and construction observation.
Employment Pare Engineering Corporation, Lincoln, RI, Managing Engineer (2000 – 2007)
History: Commonwealth Engineers and Consultants, Inc., Providence, RI, Staff Engineer
(1997 – 2000) Amercom Corporation, Parsippany, NJ, Senior Engineer (1993 – 1997)
Education: Bachelor of Civil Engineering, 1993, Stevens Institute of Technology
Hoboken, New Jersey
Professional/ Rhode Island Blood Center Volunteer Speaker/Volunteer Greeter (2010-Present)
Humanitarian Rhode Island Organ Donor Awareness Coalition, Board of Directors Secretary
(2011-2013),
Affiliations: Volunteer (2010-Present)
Institute of Transportation Engineers, Member (2000-2007)
Intelligent Transportation Society Rhode Island, Past President (2006), President
(2005), Secretary (2004), Publicity Committee (2003)
Westerly Armory Restoration, Inc., Advisory Council Member (2005-Present)
URI Transportation Center, Grant Application Evaluator (2005)
Representative Municipal Planning and Consulting:
Projects: Town of Warren Subdivision Reviews: Client: Planning Department, Warren, RI.
Town of Lebanon Planning and Zoning Reviews: Client: Planning Board, Lebanon,
CT.
Consulting to Bristol Planning Board: Client: Planning Board, Bristol, RI.
Development Impact Statement Reviews: Client: Planning Board, Middletown,
RI.
On Call Traffic Impact Analysis (TIA) Reviews: Client: Planning Board, North
Kingstown, RI.
TIA Review for 168 Residential Units: Client: Planning Board, West Greenwich,
RI.
TIA Shopping Center Route 140: Client: Planning Board, Mansfield, MA.
TIA Reviews – Dowling Village & Slatersville Mill: Client: Planning Board, North
Smithfield, RI.
TIA Review –Dunkin Donuts: Client: Planning Board, East Providence, RI.
99
Roadway Design:
Route 136/Route 114 Reconstruction: Client, RIDOT, Bristol, RI.
U.S. Route 1 (Post Road) Reconstruction: Client: RIDOT, Warwick, RI.
U.S. Route 44 Reconstruction: Client: RIDOT, Smithfield, RI.
3R J. T. Connell Road/Coddington Highway: Client: RIDOT, Middletown and
Newport, RI.
Bicycle & Pedestrian Facilities Study and Development: Client: RIDOT, Statewide,
RI.
Broad Street & Main Street Reconstruction: Client: RIDOT, Westerly, RI.
Sakonnet River Bridge: Client: RIDOT, Tiverton, RI.
Bridge Washing: Client: RIDOT, Statewide – Rhode Island.
Washington Secondary Bike Path: Client: Town Engineering Department, West
Warwick, RI.
QDC Shared Use Path: Client: Quonset Development Corporation, North
Kingstown, RI
Lincoln Park Expansion Roadway Improvements Design & Construction: Client:
JCJ Architecture & BLB Investors, Inc, Lincoln, RI.
North Kingstown Roadways: Client: Town Engineering Department, North
Kingstown, RI.
Various Drainage Improvement Projects and Studies: Client: Town Manager,
Warren, RI.
Various Streetscape Enhancement Projects: Client: Town Manager, Warren, RI.
Warren Avenue Enhancements: Client: Planning Department, East Providence,
RI.
Phase II Stormwater Management Plan: Client: Town Manager, Warren, RI.
Washington Street Bridge: Client: MassHighway, Wellesley, MA.
Route 21 & 23: Client: NJDOT, Essex County, NJ.
Interstates 287, 80 Bridge Painting Construction Administration: Client: NJDOT,
Morris County, NJ.
Route 3 Bridge Construction Administration: Client: Maguire Group & NJDOT,
Rutherford, NJ.
Traffic Design:
High Hazard Interstate Contract C-1: Client: RIDOT, Statewide, RI.
Traffic Monitoring Station Design: Client: RIDOT, Statewide, RI.
South County Commuter Rail: Client: RIDOT, North Kingstown and Warwick, RI.
Attleboro Traffic Signals: Client: Public Works Department, Attleboro, MA.
Railroad Crossing and Signal at Route 152: Client: P & W Railroad, Seekonk, MA.
Silver Lake Traffic Calming Plan: Client: Planning Department, Providence, RI.
Downtown Bristol Parking Study: Client: Planning Department, Bristol, RI.
100
East Greenwich Downtown Parking Study: Client: Town Manager, East
Greenwich, RI.
New London Parking Study: Client: Planning Department, New London, CT.
TIA for New Middle School: Client: AI3, Inc., Lincoln, RI.
TIA for New Tiverton Elementary School: Client: JCJ Architecture, Tiverton, RI.
TIA for Webster Bank: Client: Antinozzi Associates, Warwick and Westerly, RI.
TIA for Mixed-Use Development: Client: PK Rumford, LLC, East Providence, RI.
TIA for Convenience Store, Gas, and Car Wash: Client: Cumberland Farms,
Plainfield, CT.
TIA for Residential Development: Client: Provost & Rovero, Inc, Killingly, CT.
TIA for Amgen Pharmaceutical Site Expansion: Client: Amgen, Inc., West
Greenwich, RI.
TIA for Proposed Dunkin Donuts: Client: Private Developer, Cumberland, RI.
TIA Lincoln Park Expansion: Client: JCJ Architecture, Lincoln, RI.
101
Frank S. Prosnitz
Warwick, RI 02886 • (401)935-9890 • [email protected]
A journalist for more than 25 years, Frank Prosnitz has also served as a public relations
professional in state government, private industry, and in his own consulting business.
He recently launched “It’s Your Business,” a news network that focuses on the local and
regional economy and business issues. Currently, “It’s Your Business” airs on three radio
stations: WADK in Newport, WOON in Woonsocket, and WBLQ in Westerly. Additionally, “It’s
Your Business” columns appear in the publications of Beacon Communications.
Previously, Frank Prosnitz was a reporter/bureau manager at the Providence Journal for some
14 years, and served as editor of Providence Business News for a decade. He began his
journalism career as a sports writer at the Asbury Park (NJ) Press (for about a year), moving to
The News Tribune (Woodbridge, NJ for some 14 months), before joining the Providence
Journal.
After a long career in journalism, Prosnitz co-founded The Write Approach, a public relations
agency that over a four-year span was involved with several commercial and political clients,
providing media and communications support for local, statewide (Secretary of State,
Treasurer, and Attorney General) and Congressional candidates.
He also served for four years as press secretary to the Rhode Island General Treasurer, before
returning to journalism as editor of Providence Business News.
After a decade at Providence Business News, Prosnitz founded Prosnitz Communications, which
served a wide variety of clients, from healthcare to the defense industry. During that time
Prosnitz has also served as communications manager for the Rhode Island Blood Center, a
position he held or 13 years.
Throughout his career, he has continued freelance articles and photography to local, regional,
and national publications.
Journalism Awards:
● Twice won Best in Business Awards from the national Society of American Business Editors and
Writers (SABEW).
● SABEW also recognized Providence Business News as among the six best weeklies in North
America during his tenure as editor.
● Twice named media advocate of the year by the Small Business Administration.
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● Investigative reporting award from the New England Press Association.
● News writing award from the Rhode Island Press Association.
Professional Leadership Positions and involvement:
● Former board member, North Central RI Chamber of Commerce.
● Leadership Rhode Island, Member of Lear
● Past president of the Northeast District of the Public Relations Society of America (PRSA),
covering all New England and parts of New York State.
● Past president and board member of the Southeastern New England Chapter of the Public
Relations Society of America (PRSA).
● Past president, treasurer and board member, Providence Newspaper Guild.
● Past president, Capital City Connection, BNI Chapter.
Community Leadership Positions and involvement:
● Leadership Rhode Island, Pi Class of 1996 and former board member
● Former board member, North Central RI Chamber of Commerce.
● Former treasurer and board member, South County Tourism Council.
● Past secretary and board member, Big Brothers of Rhode Island (also selected as Big Brother of
the Year).
● Former board member, United Way of Southeastern New England.
● Former board member, Rhode Island Family Shelter.
● Past president, Greenwich Odeum Corp.
● Past president, vice president and board member, Temple Torat Yisrael.
Education: Monmouth College (English major); Leadership Rhode Island; various seminars,
workshops and programs offered by Bryant College, the Bureau of National Affairs, American
Arbitration Association, Cornell University, and various other programs.
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Draft By-laws
BYLAWS OF
CHARETTE CHARTER SCHOOL
ARTICLE I — NAME AND PURPOSE
Section 1 — Name: The name of the organization shall be Charette Charter School (henceforth
known as the school). It shall be a nonprofit organization and incorporated under the laws of
the State of Rhode Island.
Section 2 — Purpose: Charette Charter School is organized exclusively for educational and
dissemination/outreach purposes.
ARTICLEII — MEMBERSHIP
Section 1 — Eligibility for membership: Application to become a voting member of the school’s
governing body shall be open to any current parent of a student (2), a representative of the
DaVinci Center (1), employees of a higher-educational institution, RI community based
nonprofits and members of the business community (5) and a professional Engineer, Planner,
or architect (1) that supports the purpose statement in Article I, Section 2. Membership is
granted after completion and receipt of a membership application and other required
paperwork. All memberships shall be granted upon a majority vote of the board.
Section 2 — Annual dues: there are no dues for membership
Section 3 — Rights of members: Each member shall be eligible to appoint one voting
representative to cast the member’s vote in board elections.
Section 4 — Resignation and termination: Any member may resign by filing a written
resignation with the secretary. A member can have their membership terminated by a majority
vote of the membership.
Section 5 — Non-voting membership: The board shall have the authority to establish and define
non-voting categories of membership.
ARTICLE III — MEETINGS OF MEMBERS
Section 1 — Regular meetings: Regular meetings of the members shall be held monthly eight
times per year designated by the chair.
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Section 2 — Annual meetings: Annual meeting of the members shall take place in the month of
August, the specific date, time, and location of which will be designated by the chair. At the
annual meeting, the members shall elect directors and officers, receive reports on the activities
of the association, and determine the direction of the association for the coming year.
Section 3 — Special meetings: Special meetings may be called by the chair, the
Executive Committee or a simple majority of the board of directors. A petition signed by
seventy-five percent of voting members may also call a special meeting.
Section 4 — Notice of meetings: Printed notice of each meeting shall be given to each voting
member, by mail or email, not less than five says prior to the meeting.
Section 5 — Quorum: A quorum must be attended by at least fifty percent of board members
for business transactions to take place and motions to pass.
Section 6 — Voting: All issues to be voted on shall be decided by a simple majority of those
present at the meeting in which the vote takes place.
ARTICLE IV — BOARD OF DIRECTORS
Section 1 — Board role, size, and compensation: The board is responsible for overall policy and
direction of the association, and delegate responsibility of day-to-day operations to the staff
and committees. The board shall have nine members. The board receives no compensation
other than reasonable expenses.
Section 2 — Terms: All board members shall serve two-year terms, but are eligible
for re-election for up to five consecutive terms if they remain an eligible member.
Section 3 — Meetings and notice: The board shall meet at least monthly (eight times per year),
at an agreed upon time and place. An official board meeting requires that each board member
have written notice at least five days in advance.
Section 4 — Board elections: New directors and current directors shall be elected or re-elected
by the voting representatives of members at the annual meeting. Directors will be elected by a
simple majority of members present at the annual meeting.
Section 5 — Election procedures: A Membership Committee shall be responsible for nominating
a slate of prospective board members representing the association’s diverse constituency. In
addition, any member can nominate a candidate to the slate of nominees.
Section 6 — Quorum: A quorum must be attended by at least fifty percent of board members
for business transactions to take place and motions to pass.
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Section 7 — Officers and Duties: There shall be four officers of the board, consisting
of a president, vice-president, secretary and treasurer. Their duties are as follows:
The president shall convene regularly scheduled board meetings, shall preside, or arrange for
other members of the Executive Committee to preside at each meeting in the following order:
vice-chair, secretary, treasurer.
The vice-president shall chair committees on special subjects as designated by the board.
The secretary shall be responsible for keeping records of board actions, including overseeing
the taking of minutes at all board meetings, sending out meeting announcements, distributing
copies of minutes and the agenda to each board member, and assuring that corporate records
are maintained.
The treasurer shall make a report at each board meeting. The treasurer shall chair the finance
committee, assist in the preparation of the budget, help develop fundraising plans, and make
financial information available to board members and the public.
Section 8 — Vacancies: When a vacancy on the board exists mid-term, the secretary
must receive nominations for new members from present board members two weeks in
advance of a board meeting. These nominations shall be sent out to board members with the
regular board meeting announcement, to be voted upon at the next board meeting. These
vacancies will be filled only to the end of the board member's term.
Section 9 — Resignation, termination, and absences: Resignation from the board must be in
writing and received by the Secretary. A board member shall be terminated from the board due
to excess absences, more than two unexcused absences from board meetings in a year. A board
member may be removed for other reasons by a three-fourths vote of the remaining directors.
Section 11 — Special meetings: Special meetings of the board shall be called upon the request
of the chair, or one-third of the board. Notices of special meetings shall be sent out by the
secretary to each board member at least two weeks in advance.
ARTICLE V — COMMITTEES
Section 1 — Committee formation: The board may create committees as needed,
such as membership, fundraising, housing, public relations, data collection, etc. The board chair
appoints all committee chairs.
Section 2 — Executive Committee: The four officers serve as the members of the Executive
Committee. Except for the power to amend the Articles of Incorporation and bylaws, the
Executive Committee shall have all the powers and authority of the board of directors in the
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intervals between meetings of the board of directors, and is subject to the direction and control
of the full board.
Section 3 — Finance Committee: The treasurer is the chair of the Finance Committee, which
includes three other board members. The Finance Committee is responsible for developing and
reviewing fiscal procedures, fundraising plans, and the annual budget with staff and other
board members. The board must approve the budget and all expenditures must be within
budget. Any major change in the budget must be approved by the board or the Executive
Committee. The fiscal year shall be a July to June fiscal year. Annual reports are required to be
submitted to the board showing income, expenditures, and pending income. The financial
records of the organization are public information and shall be made available to the
membership, board members, and the public.
ARTICLE VI — DIRECTOR AND STAFF
Section 1 — Executive Director: The executive director is hired by the board. The executive
director has day-to-day responsibilities for the organization, including carrying out the
organization’s goals and policies. The executive director will attend all board meetings, report
on the progress of the organization, answer questions of the board members and carry out the
duties described in the job description. The board can designate their duties as necessary.
ARTICLE VII — AMENDMENTS
Section 1 — Amendments: These bylaws may be amended when necessary by
two-thirds majority of the board of directors. Proposed amendments must be submitted to the
Secretary to be sent out with regular board announcements.
CERTIFICATION
These bylaws were approved at a meeting of the board of directors by two thirds
majority vote on a date to be determined.
________________________________________________________________________
Secretary Date
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Executive Director Job Description
Position Specifications
TITLE: Charette Executive Director
QUALIFICATIONS: 1. A minimum of a Doctoral Degree in Education
2. A minimum of five-year experience as a Executive Director
4. Such alternatives to the above qualifications as the Board
may deem appropriate and acceptable.
REPORTS TO: Board of Trustees
SUPERVISES: Staff members designated by the Board of Trustees
JOB GOAL: To use leadership, supervisory, and administrative skills so as to promote
the educational development of each student and the continued success
of the school.
PERFORMANCE RESPONSIBILITIES:
1. Establishes and maintains an effective learning climate in the school.
2. Initiates, designs, and implements programs to meet specific needs of the school.
3. Keeps the Board of Directors informed of the school’s activities and problems.
4. Makes recommendations concerning the school’s administration and instruction.
5. Prepares and submits the school’s budgetary requests, and monitors expenditures of
funds.
6. Supervises the maintenance of all required building records and reports.
7. Prepares or supervises the preparation of reports, records, lists, and all
other paperwork required or appropriate to the school’s administration.
8. Works with various members of the staff on school problems of more than in school
import, such as transportation, special services, and the like.
108
9. Keeps the Board of Directors informed of events and activities of an unusual nature as well
as routine matters related to the principal1s accountability.
10. Interprets and enforces policies and administrative regulations.
11. Maintains active relationships with students and parents.
12. Budgets school time to provide for the efficient conduct of school instruction and business.
13. Supervises the school’s educational program.
14. Leads in the development, determination of appropriateness, and monitoring of the
instructional program.
15. Programs classes within established guides to meet student needs.
16. Assists in the development, revisions, and evaluation of the curriculum.
17. Supervises the guidance program.
18. Maintains high standards of student conduct and enforces discipline as necessary,
according due process to the rights of students.
19. Establishes guides for proper student conduct and maintaining student discipline.
20. Attends special events held to recognize student achievement, and attends school
sponsored activities, functions, and athletic events.
21. Maintains and controls the various local funds generated by student activities.
22. Supervises the maintenance of accurate records on the progress and attendance of
students.
23. Assumes responsibility for the attendance, conduct, and maintenance of health of
students.
24. Assumes responsibility for his/her own professional growth and development through
membership and participation in the affairs of national professional organizations, through
attendance at regional, and national meetings, through enrollment in advanced courses,
and the like.
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25. Keeps abreast of changes and developments in the profession by attending State
Department meetings, reading professional journals and other publications, and discussing
problems of mutual interest with others in the field.
26. Supervises all professional, paraprofessional, administrative, and non-professional
personnel attached to the school.
27. Supervises the recruiting, screening, hiring, training, assigning, and evaluating of the
school’s professional staff.
28. Supervises the school’s teaching process.
29. Approves the master teaching schedule and any special assignments.
30. Orients newly assigned staff members and assists in their development, as appropriate.
31. Evaluates and counsels all staff members regarding their individual and group
performance.
32. Conducts meetings of the staff as necessary for the proper functioning of the school.
33. Assists in the in-service orientation and training of teachers, with special responsibility for
staff administrative procedures and instructions.
34. Recommends according to established procedures, the removal of a teacher whose work
is unsatisfactory.
35. Makes arrangements for special conferences between parents and teachers.
36. Assumes responsibility for the safety and administration of the school plant.
37. Supervises the daily use of the school facilities for both academic and nonacademic
purposes.
38. Plans and supervises fire drills and an emergency preparedness program.
39. Asserts leadership in times of civil disobedience in school in accordance with established
Board policy.
40. Provides for adequate inventories of property under his jurisdiction and for the security
and accountability for that property.
110
41. Supervises all activities and programs that are outgrowths of the school’s curriculum.
42. Supervises and evaluates the school’s extracurricular program.
43. Plans and leads Cabinet meetings, faculty meetings, and such other meetings as are
required or appropriate.
44. Serves as an ex officio member of all committees and councils within his school.
45. Cooperates with college and university officials regarding teacher training and
preparation.
46. Responds to written and oral requests for information.
47. Assumes responsibility for all official school correspondence and news releases.
48. Organizes and administers the public relations program for his school.
49. Delegates authority to responsible personnel to assume responsibility for the school in the
absence of the principal.
50. Responsible to cultivate principles of morality as per Title 16.
51. Additional duties as assigned by supervisory leadership
TERMS OF EMPLOYMENT: As negotiated with the Board of Trustees
EVALUATION: In accordance with Evaluation System Protocols.
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Charette
An Urban Planning and Preservation Arts Charter High School
Community Partnerships Coordinator
Description of Position Objectives, Main Goals, and Duties
Position Objectives
The Community Partnerships Coordinator position at Charette exists to create a liaison,
or coordinator, to produce content and external opportunities which advances the school’s
unique themes for the faculty and students.
The creation and scheduling of both internal content (work products) and external (out
of school) opportunities for the exploration of the school’s themes, assisting in lesson planning
and providing professional development for teachers around the charette concept are all
critical elements in bringing the school’s theme to life both in and outside the core courses.
This position is intended to create a hybrid faculty of professionals from varying sectors;
education and Planning/Architecture. The Community Partnerships Coordinator will ideally be a
member of the American Planning Association or AIA and possess a minimum of a Bachelor’s
degree in a planning/architecture related area.
Main goals of the Community Partnerships Coordinator
➢ To produce work plans and provide PD for teachers in the implementation of project
based work during the afternoon charette period and project days
➢ To plan external activities in the community for teachers and students
➢ To create a culture of documentation of field work through the use of m-learning and
portable devices
➢ To develop a system of “AutoCAD” instruction and certification
Primary duties of the Community Partnerships Coordinator
✓ Provide guidance and support to faculty on activities for charette period
✓ Ensure the continuous professional development of all staff through development of a
menu of internal and external opportunities in support of the school’s themes
✓ Assist the Executive Director in the Coordination of PSAT/SAT and NWEA testing and
facilitate data analysis to improve the quality of instruction
✓ Produce work products, schedules, and logistics in support of teachers work within the
school’s theme.
Credentials, hours, and scope of work
The Community Partnership Coordinator position is a full-time position within the
school. The contract year is for 200 days per year. Preference for a Registered Professional
Planner, Architect or similar skill set and possess a minimum of a Bachelor’s degree in a
planning/architecture related area.
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